Mathematical Mindsets
Jane Fisher
Mathematical Mindsets.
Books – Mathematical Mindsets and
The Elephant in the Classroom.
Website - https://www.youcubed.org/
Key messages from Jo Boaler.
Jo Boaler and Carol Dweck are both professors at Stanford University. The overlap
between their work is obvious. However, Jo Boaler digs deeper into how it impacts
on Maths teaching and learning. She looks at how we can not only develop
Growth Mindsets, but also how we can teach Maths so that pupils develop a
Mathematical Mindset.
Positive Norms for a Maths Class
Complex Instruction & Mixed Ability Groups
Link to Jo Boaler - Youcubed
Dixon 2002 –
88% of students placed into tracks
(or sets / groups) at the age of 4,
remained in the same (or equivale
nt) tracks for the rest of their school
life.
Roles
Assigning
competence
‘No one is good at all of these ways of working,
but everyone is good at some of them.
Multi
dimensional
Student
responsibility
Making Connections and Number Sense
Nurture a Mathematical Mindset –
From a child’s first experience of Maths,
look for patterns and connections, play
with numbers, talk, question and predict.
Conceptual understanding is key to
having a Mathematical Mindset.
When learning is deeply understood, it is
compressed; it takes up less room in the
brain.
The brain only compresses concepts, not
rules or methods. If you don’t understand
deeply then the brain struggles to
organise your learning.
Making connections
How can you show you have
a deep understanding of
3x2=6?
If you know this what else do
you know?
Have a go!
Connecting concepts
If you can count forward from 1-10,
what concepts can you connect up?
PARENTS and Maths
Bullet point 1
Bullet point 2
Text box if required
What makes a good task?
A good task has some of these elements • Challenge – but accessible
• Low entry – high ceiling
• Puzzle like
• Visual element
• Uses different methods / strategies
• Mistakes valued
• Chance to explain and explore answers
• Collaborative – valuing everyone
• You own ideas matter
5 c’s of Mathematical engagement
1. Curiosity
2. Connection making
3. Challenge
4. Creativity
5. Collaboration
Transforming tasks.
Chapter 5 of Mathematical Mindsets - Rich Mathematical Tasks
1. Open the task to encourage multiple methods, pathways and
representations.
1 divided by 2/3 =
-How can you prove you are right?
2. Make it an inquiry task.
How many rectangles can you construct with an area of 24?
3. Ask the problem, before teaching the method.
4. Add a visual component – drawings, manipulative.
“If you’re not sure draw.”
5. Low entry, high ceiling.
Write a similar, but more difficult question.
6. Check – Convince.
Convince yourself, a friend, a sceptic.
Who are these?
Where could you take the idea?
How could you adapt it?
How close to 100?
This task is from the Youcubed website
.
https://www.youcubed.org/tasks/
Patterns and connections
Getting Maths out of the classroom
Bullet point 1
Bullet point 2
Puzzles
Problem solving – 43 Chicken nuggets
Link to video
Bullet point 1
Bullet point 2
How do you get 43 chicken nuggets, using only packets of 6, 9 and 20?
Are there any other quantities you can’t buy?
Problem solving – 43 Chicken nuggets
What happens if you use quantities of 4, form the Happy Meal?
Create an arcade game about the problem and share it with other classes.
Problem Solving – What’s the biggest number you can make?
Bullet point 1
Bullet point 2
Thinking differently
Bullet point 1
Bullet point 2
PARENTS and Maths
Mathletics
“We love learning.
It really is as simple as that.”
Tim Power
Managing Director, 3P Learning
Jane Fisher
jane.fisher@3plearning.com
@ejf23