wednesday 14 th october 2015. aims to inform you further about some of the key changes to the...
TRANSCRIPT
Parents as Partners in Maths
Wednesday 14th October 2015
Aims To inform you further about some of the key
changes to the mathematics curriculum
To explain how these changes have impacted the way we teach maths in school
To demonstrate some of the strategies and equipment that the children use in school
To provide you with practical ideas of how to best support your child’s learning at home
Research published in 2014 suggested that half of parents are unaware of the changes in the national curriculum for primary maths (Telegraph 2014)
Only half of those surveyed, realised that the new content is intended to be more demanding
Out of all the subjects, maths was identified by the highest proportion of parents as the hardest subject to help their child with
How equipped do you feel?
The 2014 National Curriculum for mathematics has been designed to raise standards in maths, with the aim that the large majority of pupils will achieve mastery of the subject
Broken down into: Number
◦ Number and place value◦ Addition and subtraction◦ Multiplication and Division◦ Fractions, decimals and percentages
Measures
Geometry◦ Properties of shape◦ Position and direction
Statistics
2014 Maths Curriculum
What’s in and What’s Out….
WHAT’S OUT WHAT’S IN
A separate strand for ‘using and applying’
Calculators
Informal methods of calculation
(now calculation paper)
More challenging objectives, especially in number
Formal written methods introduced earlier
Greater expectations in fractions
Roman numerals Times tables up to 12x12
(end of Year 4) Equivalence between
metric and imperial measures
Algebra Long division and
multiplication in Year 6
Fluency in mathematics – ability to develop conceptual understanding and recall and apply knowledge accurately and rapidly
Reason mathematically – follow line of enquiry, develop arguments, justification and proof using mathematical language
Solve problems – apply mathematics to routine and non-routine problems. Develop perseverance
Key principles
THE STRUCTURE OF A UNIT
How we teach Maths at The Meadow
DiagnosticsWhere are
we?What do they
know?
Instruction
Teaching skills
Non-routineproblem solving
Thinkingmathematically
Doing mathsBeing
mathematical
ApplyingWord problems
&practical problems
Doing Maths Being Mathematical
Doing Maths Vs Being Mathematical
Doing Maths
• Activities for testing and rehearsing skills
• One correct answer• Answering questions
presented by the paper• Think carefully• Memory recall
Being Mathematical
• Multiple approaches and outcomes are possible
• Answering questions presented by children
themselves• Think bigger…..
• Promotes wider thinking, speculation and conjecture
• Working systematically and methodically
• Find ways of recording• Generalising and reasoning
Pupils are expected to move through the programmes of study at broadly the same pace
Pupils who grasp concepts rapidly will be challenged through rich and sophisticated problems, rather being accelerated through new content
Mastery Curriculum
Models and images are key to securing understanding and fluency
Every table in school has access to maths resources
Taught how to use them
Use of equipment helps children understand rather than just learning ‘tricks’
Conceptual understanding
Step 1 Visual representation including fingers,
cubes, numicon etc Maths language – multiplication, lots of,
groups Sign recognition Multiplication number stories
Multiplication
Step 2 Pictorial representation of repeated
addition
Multiplication
Step 3
Multiplication
Step 4
Multiplication
Step 5
Step 6
short written method leading to long multiplication
Multiplication
Playing number games, including board games like ‘Snakes and Ladders’ has been proven by research to increase children’s understanding of relative number size as well as counting.
Look for and talk about numbers in the environment
Play games e.g bingo, double my number Shopping and giving change Cooking Telling the time and reading timetables
What can you do to help?
Maths for Mums and Dads – (Rob Eastaway and Mike Askew – available from Amazon)
You can do maths – be positive and avoid phrases such as “You’re just like me, I found maths tricky!”
Regular practise of number bonds (10, 20, 100 and related facts)
Regular times tables practise (out of order and division facts)
Asking ‘Why?’ and ‘How do you know?’ Mathletics
What can you do to help?