Planning
Prompts for observing Mathematics Across the Curriculum (MAC)
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Are the mathematical demands of the topic that is being taught explicit? Is the teacher aware of the level of the topic in Mathematics? (e.g. pie charts are level 6)
Do schemes of work take account of whether students have already been taught mathematical concepts in Maths lessons? Is the teacher aware whether pupils have
covered particular concepts already in maths lessons?
Does teacher’s planning highlight any possible or common mathematical misconceptions?
Teacher explanations
Lesson
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Are the mathematical elements of the lesson made explicit, linking to work already done?
Are mathematical strategies and procedures modelled by adults?
Are consistent mathematical approaches used for teaching?
Are students reminded of key mathematical skills before beginning a task? (e.g. multiplying using the grid method)
Are students reminded of calculator methods before beginning of a task? (e.g. how to enter numbers in standard form) Are these methods in line with how they are taught
in Mathematics? (e.g. not using the % sign)
Does the teacher explain key mathematical vocabulary? Does the teacher address any mathematical vocabulary that has a different meaning in their subject?
Is technology used to help students understand mathematical aspects?
Are pupils encouraged to reflect on the relevance of any mathematical aspects of the lesson?
Do adults speak positively about Mathematics? Do adults promote the importance of Mathematics in their subject?
Does the teacher exploit opportunities for pupils to practise their Mathematics or were there missed opportunities?
Do teachers help students to identify the key features of Mathematics? (e.g. key features of a bar chart, solving an equation)
Dialogue
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Are students challenged to explain their mathematical thinking?
Does the teacher design opportunities for students to discuss mathematical concepts?
Do teachers allow sufficient thinking time when students are asked questions?
Do pupils receive clear feedback on their strengths and on ways to improve?
Student activities
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Are students encouraged to use mental or written methods for calculations whenever possible?
Are students encouraged to estimate before calculations?
Are students challenged to check the validity of their answers? (e.g.Is 0.5mph a sensible answer for the average speed of a car?)
Is problem solving encouraged?
Are mathematical tasks differentiated to suit the needs of all learners? Were less able students support sufficiently? Where more able students stretched sufficiently?
Books / Written work
Work
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Is there evidence of mathematical tasks related to the subject?
Is there consistency in the way data is presented graphically across subjects?
Are students given opportunities to interpret graphs and charts?
Marking
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Are mathematical errors corrected or highlighted? Does the teacher give clear feedback?
Are students praised for their success in using Mathematics in other subjects?
Do pupils receive clear feedback on their strengths and on ways to improve?
Learning Environment
Displays
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Are mathematical key words, terms and vocabulary highlighted and used regularly in context?
Are examples of Mathematics in subject contexts evident?
Is Mathematics made explicit in the way for example, attendance, team points and sports results are displayed? (E.g. attendance for this week was 95% meaning 95 out of
every hundred)
Is there consistency in the way data is presented graphically in displays?
Equipment
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Are your calculators the same as the calculators students use in Mathematics?
Do students have access to equipment to support Mathematics in your lesson? (e.g. rulers, maths packs, calculators)
Do students have access to reference materials for Mathematics?