Developing teachers

1
Developing teachers mathematics subject
knowledge in early years settings and 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 4 3 July 2014

• 9.15-9.30 Welcome
• 9.30-10.45 Working on mathematical tasks
  togetherTackling tasks and reflecting on them in
  terms of subject knowledge and pedagogy
• 10.45-11.00 Break
• 11.00-11.45 Reflection and evaluation so far
• 11.45-12.15 Working on another mathematical task
  together
• Tackling a task and reflecting on it in terms of
  subject knowledge and pedagogy
• 12.15-1.00 Lunch
• 1.00-1.15 Learning Log
• Discussion of chapter 4 of Listening Counts
  sharing thoughts on learning logs
• 1.15-1.30 Planning a staff meeting
• 1.30-2.30 Curriculum priorities and curriculum
  development work
• In pairs, planning for at least one task back at
  school
• 2.30-3.10 Working on another mathematical task
  together
• 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
Why do children find fractions difficult?

• Relative rather than fixed amount
• Same fraction might refer to different quantities
  and different fractions may be equivalent (what
  is the whole?)
• Can refer to objects, quantities or shapes
• See Understanding Fractions article
  http//nrich.maths.org/10496

6
What might a fraction be?

• Part of a shape or shapes
• Part of a set of discrete objects
• Position on a number line a number in its own
  right

7

• Getting started fractions as a form of division
• Talking about fractions - mathematical language
• Digging deeper equivalence
• Multiplication of fractions using an array
  (Models in Mind article)

8
Reflection

• So far, what impact is this project having on
• you?
• your pupils?
• your colleagues?
• You may wish to consider, for example, attitudes
  to maths, perceptions of maths, attainment,
  confidence, subject knowledge, pedagogical
  knowledge
• If possible, please include quotes and photos

9
Listening Counts

• What were the main points raised by chapter 4?
• Are there implications for you in your classroom?

10
Planning a staff meeting

• What might the main message/s be? What are your
  aims?
• How might you structure the meeting?
• What mathematics will you work on together?
• Will there be any action points for your
  colleagues following the meeting?
• How will you follow up from the meeting?

11
Before we meet again

• Continue to try out rich tasks with your learners
• Read chapter 7 of Listening Counts
• Mull over ideas for the staff meeting
• Take a look at the Problem Solving feature on
  NRICH, particularly the articles
  http//nrich.maths.org/10334

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