Mathematics Subject Leader Meeting 17th, 18th, 19th October 2005

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Mathematics Subject Leader Meeting 17th,
18th, 19th October 2005
 
 
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Charles Babbage
The sum of the digits of his year of birth is 18
and the product is 63 so..
What year was he born?
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Agenda
 
 

• Introduction
• Updates
• Talk for Maths

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STANDARDSKey Stages 1 2Initial
AnalysisAutumn 2005
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WELL DONE We welcome this years record
results. The level of achievement for boys and
girls in English and mathematics has never been
higher. Schools Minister Jacqui
Smith
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Key Stage 1

• A good picture moving off the plateau!
• 70/150 position compared to all LEAs at L2.
• 69/150 position compared to all LEAs at L2b.
• 58/150 position compared to all LEAs at L3.
• Third out of 11 statistical neighbours for
  performance at L2, L3 and in average points
  score.
• (7th position in 2004).

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Key Stage 1 - Gender

• Girls above national average for girls by 1 to
  3 in all subjects/levels.
• Boys generally in line with average for boys
  range of
• -1 to 2 across subjects/levels.
• Still some schools with very wide gender
  differences.

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Key Stage 2

• Overall, a good picture.
• Narrowing the gap at both L4 and L5.

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Key Stage 2

• Maths
• Boys improved, but less than national average at
  L4, greater than national average at L5.
• Girls improved by 3 more than girls nationally
  at both L4 and L5.

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Key Messages

• Good improvement at Key Stage 1.
• Good improvement at Key Stage 2 narrowing the
  gap!
• Improved picture against national and statistical
  neighbour comparators.
• Static position regarding floor targets (65)

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Review of KS2 Mathematics Scripts

• Some areas to address to strengthen pupils
  mathematics
• Calculations skills fallback methods
• Ability to check that answer cannot be right
• Use of the record your working and explain your
  method boxes
• Language and vocabulary of reasoning and
  explanation
• Annotation and informal notes
• Using a calculator effectively
• Mental geometry involving angles, orientation of
  shapes

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Whats New?
Developing the foundations for curricular target
setting in ISP schoolsBirth to five Explores
how practitioners in the early years can support
curricular target setting in ISP schools. DfES
Publications Ref 1806 2005DOC - EN
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Target getting in the Foundation Stage
It is important to remember that when planning
next steps in learning in the FS, all six areas
of learning are equally important and
interdependent and are informed by formative
assessment. The next step is an informed
target, linked to the whole school curricular
target focus and is based on the Curriculum
Guidance for the Foundation Stage. An informed
target may be for the individual, the group or
the cohort and should promote progress while
being broad enough to reflect individual
strengths, interests and learning styles.
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Problem Solving Parts 2 and 3 (Draft)

• Ref DfES 1386-2005 and DfES 1387-2005
• These materials follow on from the first CPD pack
  DfES0247-2004G which focused on Finding all
  possibilities
• It is recommended that those materials are used
  before parts 2 and 3
• The materials together aim to support schools to
• Identify the principles of good practice when
  teaching problem solving
• Identify the progression in childrens strategies
  that should inform learning and expectations.

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The materials help teachers to

• Identify problems of a particular type and the
  strategies that children can use to solve them
• Construct teaching sequences for teaching problem
  solving
• Incorporate problem solving within the
  mathematics curriculum
• Develop childrens reasoning and explanation
  skills
• Engage in whole-staff discussions on the above.

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Problem Solving-parts 2 and 3
Finding rules and describing patterns Logic
problems
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Proposed model for use of these materials
Four staff meetings Two in one term and two in a
following term Staff meeting 1 problem solving
focus Staff meeting 2 - feedback on lessons
taught, progression in expectations and
assessment Repeated following term.
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National Whiteboard Network
Unit Plans Some Unit Plans have been annotated to
incorporate the use of the interactive
whiteboard. Springboard 3 Unit 2 ADDITION AND
SUBTRACTION FACTS Notes and resources to be used
alongside session notes from the Springboard 3
folder
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Reviewing the Frameworks for teaching literacy
and mathematics

• Introduction and context
• Principles
• Intentions
• Consultation and engagement
• Outcomes
• Timetable

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WHY IS TALK IMPORTANT?

• BY SPEAKING, CHILDREN CAN
• consolidate their thinking
• gain a better understanding of a concept
• make connections between different areas of
  learning
• reflect on their work
• spot errors in their work
• learn to be clear and convincing

this slide is taken from www.leics.gov.uk
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WHY IS TALK IMPORTANT?

• BY LISTENING, CHILDREN CAN
• learn from others
• see a problem from a different perspective
• become aware of other strategies
• see different representations of a problem
• become a critical thinker
• learn more mathematical vocabulary

this slide is taken from www.leics.gov.uk
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WHY IS TALK IMPORTANT?

• BY LISTENING TO CHILDREN, TEACHERS CAN
• Make assessments about what children know or
  understand
• Identify difficulties and misconceptions
• Decide on the next steps for a child

this slide is taken from www.leics.gov.uk
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Vocabulary
this slide is taken from www.leics.gov.uk
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Language used in maths

• Childs language
• The everyday language that involves mathematical
  ideas
• Materials language
• The language that comes from using concrete and
  pictorial materials
• this slide is taken from
  www.leics.gov.uk

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• Mathematical language
• The mathematical words that are used with the
  ideas
• Symbols
• The mathematical abbreviations and equation

this slide is taken from www.leics.gov.uk
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You can say this calculation many different
ways. How many can you think of? Try to use the
different levels of language.
this slide is taken from www.leics.gov.uk
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Failure to understand mathematical vocabulary may
be because

• children are confused about mathematical terms
• (e.g. odd and table have different
  meanings in everyday English)

• children are confused about the precise use of
  some words
• (e.g. area and divide are used in everyday
  English and have similar though more precise
  meanings in mathematics)

this slide is taken from www.leics.gov.uk
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• children may not understand spoken and written
  instructions
• (e.g. draw a line between, ring, find two
  different ways to..)
• children may not be familiar with mathematical
  vocabulary
• (e.g. words such as subtract,
  multiplication)

this slide is taken from www.leics.gov.uk
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Help children to develop their understanding of
mathematical vocabulary by

• Having a structured approach to the teaching and
  learning of vocabulary
• Introducing new words in a suitable context so
  they can be explained in a meaningful way
• Ensuring children hear adults and other children
  using the new words correctly

this slide is taken from www.leics.gov.uk
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• Encouraging children to answer in complete
  sentences
• Displaying the words and phrases the children
  will be using
• Giving children the opportunity to read words
  aloud and silently

this slide is taken from www.leics.gov.uk
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What do you know about this number?
Its even Its a multiple of 2, 4 and 8 Its the
product of 2 and 8 When you divide 32 by 2 it is
the quotient Its a factor of 64 Its a square
number Its double 8
this slide is taken from www.leics.gov.uk
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What is the same about these numbers? What is
different?
this slide is taken from www.leics.gov.uk
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Word Web
POSITION
this slide is taken from www.leics.gov.uk
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Basic Skills Agency Talking Numbers

• A study to explore the impact of talk on
  effective mathematics lessons with children at
  KS1
• Case studies with key features that aid or
  encourage mathematical talk identified.

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(No Transcript)
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The classroom climate
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Next steps?
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Spring Term 2006
Tuesday 7th March Wednesday 8th March Thursday
9th March Friday 10th March
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