Developing teachers

1
Developing teachers mathematics subject
knowledge in primary schools to improve the
attainment of all pupils

• Liz Woodham, NRICH Project
• Michael Hall, Open University
• 2014 - 2015

2
In between face-to-face days

• Dont forget
• https//nrich.maths.org/haringey

3
Day 9 20 May 2015

• 9.15-9.30 Welcome
• 9.30-10.45 Working on mathematical tasks
  together
• Tackling tasks and reflecting on them in terms
  of subject knowledge and pedagogy
• 10.45-11.00 Break
• 11.00-12.00 Working on more mathematical tasks
  together
• Tackling one or more tasks and reflecting on
  them in terms of subject knowledge and pedagogy
• 12.00-12.15 Sharing classroom experiences since
  last time
• 12.15-1.00 Lunch
• 1.00-1.20 Update on various project strands
• 1.20-2.20 Curriculum development work
• In pairs, planning for at least one task back at
  school
• 2.20-3.10 Working on more mathematical tasks
  together reasoning follow-up
• 3.10-3.15 Reflection

4
Common themes from mathematical needs identified
on day 1

• The following were flagged up by at least two
  schools
• Fractions/decimals/percentages
• Problem solving
• Place value
• Time
• Algebra
• Word problems
• Application of calculation strategies
• Subtraction

5
Common mathematical needs identified on day 7

• In order of preference
• mental maths
• assessment (planning and progression)
• problem solving
• challenging SEN children
• challenging the gifted
• division (not chunking)
• word problems (especially money)
• ratio
• subtraction
• multiplication
• place value

6
Secret Numberhttp//nrich.maths.org/5651
7

• How could you use Secret Number in the
  classroom?
• How could you adapt it to suit your learners?
• What mathematical knowledge is needed to have a
  go at this task?
• How does it help to meet the aims of the National
  Curriculum (problem solving, reasoning and
  fluency)?

8
Forgot the Numbershttp//nrich.maths.org/1015

• On my calculator I divided one whole number by
  another whole number and got the answer 3.125.I
  know that both numbers were less than 50, but
  can't remember what they were.Can you work out
  what they were?

9

• Take each starting point and work it up into a
  solution.
• What are the advantages and disadvantages of each
  method?
• Which would you choose if you were presented with
  a similar task at a future date?

10

• How could you use Forgot the Numbers in the
  classroom?
• How could you adapt it to suit your learners?
• What mathematical knowledge is needed to have a
  go at this task?
• How does it help to meet the aims of the National
  Curriculum (problem solving, reasoning and
  fluency)?

11
Reverse Trickhttp//nrich.maths.org/1982

• Tell your friends that you have a strange
  calculator that turns numbers backwards. Secretly
  enter 9 then enter 12 and show a friend. Press
  and up comes 21.
• Try another one Secretly enter 36 then enter 15
  and show a friend. Press and up comes 51.
• What secret number do you have to enter to make
  this large number turn around 141 414?

12

• How could you use Reverse Trick in the
  classroom?
• How could you adapt it to suit your learners?
• What mathematical knowledge is needed to have a
  go at this task?
• How does it help to meet the aims of the National
  Curriculum (problem solving, reasoning and
  fluency)?

13
Before we meet again

• Continue to try out rich tasks with your learners
  and colleagues
• Lead a staff meeting/follow-up staff meeting
• Revisit the calculator-based tasks we have tried
  today
• Collect data about the attainment of children in
  your class

14

• Liz Woodham emp1001_at_cam.ac.uk
• Michael Hall wichaelhall_at_gmail.com