developing teachers’ mathematics subject knowledge in early years settings and primary schools to...
TRANSCRIPT
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 University2014 - 2015
Haringey Council & University of Cambridge Centre for
Mathematical Sciences
London Schools Excellence Fund
Developing teachers’ mathematics subject knowledge in early years settings
and primary schools to improve the attainment of all pupils
Michael Hall and Liz Woodham
Day 1: Thursday 6 February
9.15-9.45 Introductions and overviewWelcome and introductionsOverview of project and expectations9.45-10.45 Working on a mathematical task togetherTackling a task and reflecting on it in terms of subject knowledge and pedagogy 10.45-11.00 Break 11.00-11.30 Current curriculum needsDiscussion about individual and school needs in terms of particular curriculum areas which will feed in to future days together11.30-12.00 Working on another mathematical task togetherTackling a task and reflecting on it in terms of subject knowledge and pedagogy12.-12.15 Tour of NRICH site 12.15-1.00 Lunch 1.00-1.45 Pupil questionnaireDeveloping a questionnaire to assess children’s engagement and enjoyment of maths1.45-3.10 Curriculum development workIn pairs, plan for at least one activity back at schoolShare intentions with whole group3.10-3.15 Reflection
Haringey Council & University of Cambridge Centre for
Mathematical Sciences
London Schools Excellence Fund
Haringey Council & University of Cambridge Centre for
Mathematical Sciences
London Schools Excellence Fund
‘The ability to pose and answer questions and to
solve problems lies at the heart of mathematics and children often find these more creative aspects of mathematics difficult.’
Raising Standards in mathematics - Achieving children’s targetsDfES 1075 - 2004
Haringey Council & University of Cambridge Centre for
Mathematical Sciences
London Schools Excellence Fund
apples
Haringey Council & University of Cambridge Centre for
Mathematical Sciences
London Schools Excellence Fund
‘Most pupils showed positive attitudes to learning in
mathematics. Their ability to solve problems on real life contexts and to explain their methods has improved quite
markedly. However, the development of investigative approaches that characterise using and applying mathematics remains weaker than other aspects of the mathematics
curriculum.’
Haringey Council & University of Cambridge Centre for
Mathematical Sciences
London Schools Excellence Fund
The Annual Report of Her Majesty’s Chief Inspector of Schools 2005/6