Mathematics for all
Ray Sutton
What questions would you ask about the
birth month display?
What follow up activities would you plan?
Objectives and programme
To experience some activities that can be
adapted to motivate mathematics learners of
any age (9.30-10.45)
To consider how challenge and progression can
be compatible with fun and enjoyment (10.4512.00)
To renew a commitment to professional learning
(12.00-12.30)
Pressing the right buttons
Poster
Pictures and stories
Piece of A4 paper
People maths
Putting things in order
Pay off for me
Play dough
www.problempictures.co.uk/examples
The things you see!
3
00
4.
What is good about these activities?
Principles for effective teaching
and learning in mathematics(1)
builds on the knowledge learners already have This means
developing formative assessment techniques and adapting our
teaching to accommodate individual learning needs (Black and
Wiliam, 1998).
uses cooperative small group work Activities are more effective
when they encourage critical, constructive discussion, rather than
argumentation or uncritical acceptance (Mercer, 2000). Shared
goals and group accountability are important (Askew and Wiliam,
1995).
exposes and discusses common misconceptions Learning
activities should expose current thinking, create ‘tensions’ by
confronting learners with inconsistencies, and allow opportunities
for resolution through discussion (Askew and Wiliam, 1995).
- From Maths4Life ‘Thinking Through Mathematics
Creating comfortable challenge
Circles
Cards
Calculations
Cubes
Comparing methods
Complete planning
Creating comfortable challenge(2)
Pushing for new language and description
Thinking while doing
Writing things down
Adding a new twist or different dimension
Collaborating and comparing
Creating questions for one another
Explaining why and giving reasons
Choose any three digit number.
Multiply by 7
Multiply by 11
Multiply by 13
Compare with your neighbour.
What do you notice?
Why?
Principles for effective teaching
and learning in mathematics(2)
uses higher-order questions Questioning is more effective when it
promotes explanation, application and synthesis rather than mere
recall (Askew and Wiliam, 1995).
encourages reasoning rather than ‘answer getting’ Often, learners
are more concerned with what they have ‘done’ than with what they
have learned. It is better to aim for depth than for superficial
‘coverage’.
uses rich, collaborative tasks The tasks we use should be
accessible, extendable, encourage decision making, promote
discussion, encourage creativity, encourage ‘what if’ and ‘what if
not?’ questions (Ahmed, 1987).
creates connections between topics Learners often find it difficult to
generalise and transfer their learning to other topics and contexts.
Related concepts (such as division, fraction and ratio) remain
unconnected. Effective teachers build bridges between ideas
(Askew et al., 1997).
uses technology Computers and interactive whiteboards allow us to
present concepts in visually dynamic and exciting ways that
motivate learners.
What
contributes
to our
professional
learning?
www.ncetm.org.uk
The portal
Self evaluation – subject knowledge, subjectspecific pedagogy
Exemplification of LLUK standards
Communities – especially ‘Focus on Numeracy’
in the East Midlands Subject Coaching
Network community
‘Learning Mathematics outside the Classroom’,
research, resources, blogs, news, events and
much more.
Be creative with..
..organising learners and learning
..trying out new approaches
..variety in the lesson
..finding out what learners think
..making mathematics attractive
..supporting other teachers and assistants
..your own learning
www.pims.math.ca/pi/cartoons.html - copyright W.Krawcewicz, University of
Alberta
ray.sutton@ncetm.org.uk