Developing teachers

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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

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In between face-to-face days

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

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Day 6 11 November 2014

• 9.15-9.30 Welcome
• 9.30-10.45 Project update and working on
  mathematical tasks togetherUpdate on project
  achievements to date and points to consider for
  this academic year
• Tackling tasks and reflecting on them in terms
  of subject knowledge and pedagogy
• 10.45-11.00 Break
• 11.00-11.45 Working on more mathematical tasks
  together
• Tackling one or more tasks and reflecting on them
  in terms of subject knowledge and pedagogy
• 11.45-12.15 Sharing experiences since last time
• 12.15-1.00 Lunch
• 1.00-1.20 Planning for/sharing ideas about staff
  meeting
• 1.20-2.20 Curriculum priorities and curriculum
  development work
• In pairs, planning for at least one task back at
  school
• 2.20-3.10 Working on another mathematical task
  together
• 3.10-3.15 Reflection

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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

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I think that the opportunities to explore
mathematical thinking is key and my class were
great models of how to speak mathematically and
there were opportunities for my SEN children who
were on 2s to match the rest of the class. There
was an air of increased confidence.
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Helping children to become competent and
confident problem solvers

• As teachers we can support this process in three
  principal ways
• Through our choice of task
• Through structuring the stages of the
  problem-solving process
• Through explicitly and repeatedly providing
  children with opportunities to develop key
  problem-solving skills.
• See Developing Excellence in Problem Solving
  with Young Learners article http//nrich.maths.or
  g/10865

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Poly Plug Rectangleshttp//nrich.maths.org/7511

• The computer secretly makes a rectangle using
  equal rows of spots on the 5 by 5 grid.
• The aim is for you to find the rectangle by
  testing spots on the interactivity.
• If the chosen spot is part of the rectangle, it
  will turn yellow.  If it isn't part of the
  rectangle, the spot will turn blue.

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• What makes Poly Plug Rectangle a rich task?

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The Problem-solving Process

• Stage 1 Getting started
• Stage 2 Working on the problem
• Stage 3 Going further
• Stage 4 Concluding

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Problem-solving skills

• Getting started
• try a simpler case draw a diagram
• represent with model act it out
• 2. Working on the problem
• visualise
  work backwards
• reason logically
  conjecture
• work systematically look for
  a pattern
• trial and improvement
• 3. Going further
• generalise verify
  prove
• 4. Concluding
• communicate findings
• evaluate

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• How does the activity Poly Plug Rectangle support
  the three National Curriculum aims of fluency,
  reasoning and problem solving?

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Before we meet again

• Continue to try out rich tasks with your learners
  and colleagues
• Take a look at the Problem Solving feature on
  NRICH, particularly the articles
  http//nrich.maths.org/10334
• Look at NRICHs curriculum mapping documents
  http//nrich.maths.org/8935

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