SEAL in Mathematics
Theme 1 – A place to learn -Self Awareness
Mathematics can develop self-awareness by helping pupils:
• be aware of the learning style they bring to the learning of mathematics and develop flexible
approaches to increasingly demanding problems;
• use alternative approaches to overcome difficulties;
• be aware of which of the mathematics skills/domains (e.g. handling data, number, algebra,
shape, space, measures) they are good at, and which they find more difficult
• devise their own strategies for learning;
• review progress as they work, check and evaluate solutions, answer questions and modify
their approach if necessary;
• build a sense of coherence, order and predictability in the world by discovering repeating
patterns, underlying principles and laws of mathematics.
Specific content ideas for Year 7 mathematics on self-awareness
• Practical exercises in mathematical skills acquisition, or mental calculation strategies
– can lead to discussions of learning and practising skills, or a mini-project on how we learn.
• Use plenaries to help pupils recognise their own achievements.
• Provide feedback to pupils on how they are developing their learning skills.
• See also ‘Motivation’.
Theme 2 – Learning to be together - Social Skills and Empathy
Mathematics can develop social skills and empathy by helping pupils:
• work with others, e.g. to solve problems, discuss strategy;
• communicate with others, e.g. present a reasoned argument, review and justify their
choices, explain and justify inferences and deductions using mathematical reasoning;
• work and think autonomously, show independence in solving problems, know when
they are right.
Specific content ideas for Year 7 mathematics on social skills and empathy
(from the teaching programme: Year 7)
• The Framework for teaching mathematics has sections which cover the various
aspects of learning mathematics (number; algebra; shape, space and measures; handling
data). These sections suggest pupils ‘explain and justify methods and conclusions
and interpret, discuss and synthesise information presented in a variety of forms,
communicate mathematically, make use of diagrams and related explanatory text,
examine critically, and justify, their choice of mathematical presentation of problems
involving data’.
Theme 3 – Keep on Learning - Motivation
Mathematics can develop motivation by helping pupils:
• gain confidence in using a range of logical and systematic problem-solving strategies,
e.g. trial and improvement, logical deduction or the data handling cycle, to decide,
choose, evaluate and find solutions;
• develop persistence, resilience and optimism in the course of learning mathematics
and solving mathematical problems – challenge themselves, overcome fears, deal with
uncertainty and anxiety, handle disappointment and frustration;
• experience satisfaction and mastery;
• build a sense of coherence, order and predictability in the world by discovering repeating
patterns, underlying principles and laws of mathematics;
• be aware of the learning style they bring to the learning of mathematics and develop flexible
approaches to increasingly demanding problems, use alternative approaches to overcome
difficulties and devise their own strategies for learning;
• review progress as they work, critically check and evaluate solutions, and modify their
approach if necessary;
• present a reasoned argument, review, justify and improve their choices, explain and justify
inferences and deductions using mathematical reasoning;
• visualise and illustrate a maths problem (how did you see it? draw a diagram or picture of it).
Specific content ideas for Year 7 mathematics on motivation
(from the Framework for teaching mathematics)
• Several parts of the mathematics framework explore different ways of thinking
mathematically and solving problems. All can be used to teach flexible, proactive,
systematic thinking and problem-solving. As well as finding this helpful in its own right,
pupils could explore how far these ways of thinking and problem-solving can be applied
to their own life, and addressing the personal, emotional, social and relationship issues
that engage them. Particular examples can be found in the section on using and applying
mathematics to solve problems.
Theme 4 - Learning about me – Managing feelings
Mathematics can develop the ability to understand and manage feelings by helping pupils:
• experience, explore and manage a wide range of both positive and difficult emotions
in the course of learning mathematics and solving mathematical problems (e.g. fear
of getting it wrong, anxiety when uncertain about the right process to use, satisfaction
if you solve it/ get it right, sense of order when you see the pattern emerge, disappointment/
anger/ frustration if you get it wrong);
• challenge themselves to gain confidence and feel positive about their ability to solve
problems, gain a sense of mastery, enjoy the process even if they do not get the right
answer, believe there is a solution, and believe they can succeed;
• manage to resist damaging impulses, for example being distracted when should be focused
on a task or problem which they are finding difficult;
• feel proud of a piece of work well worked through, well presented and clearly structured.
Specific content ideas for Year 7 mathematics on managing feelings
(from the Framework for teaching mathematics)
All the areas in the mathematics framework can be used to explore the suggestions above.
For more specific links between SEAL and mathematics, see the other themes, in particular
‘motivation’.