1. Use of concrete materials when teaching mathematics

2. Audit of resources used- Autumn 2014 ReceptionKey Stage 1Key Stage 2 Numicon Counters Fingers Number track Coins Bead strings Base 10 Number lines Hundred square Empty number lines Calculation grid There are a range of resources available to the children. KS1 need to use unstructured apparatus eg. straws and stories more. KS2 children have more access to equipment as a result of new curriculum. Make sure range of equipment is given to allow children choice. Feedback to teachers and made this focus of observations throughout Spring Term. Check planning also used unstructured apparatus.

3. Are models and images being used on displays? Is language being displayed throughout school? Do displays show progression? Focus on displays throughout school

5. Language is being displayed in all classrooms and language use has improved. Children are using and understanding a wider range of language. Use of actions and chants works well to aid children. “When we subtract we count back.” A variety of different models and images would be helpful on displays to reinforce links between concrete and abstract, particularly further up the school. Focus for Summer Term learning walk.

6.  Can using equipment alone be the answer?  The new curriculum for mathematics states “...using concrete objects and pictorial representations...”  Making sense of the concrete (just giving a pile of cubes, dienes, Cuisenaire to help)  What else is needed? (discuss)

7. From observation carried out across Foundation and Key Stage 1 - Concrete objects only work effectively if they are used together with discussion and questioning What does this mean in a classroom environment?

8. Through observations made, it could be said that, using a range of open-ended questions will stimulate mathematical thinking.