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SATs chat: Why did my children revert to written methods on Paper 1?

 

Rachel Rayner is a Primary Maths Adviser at Herts for Learning

It’s a good question. In my experience working with schools nationally, pupils default to the written method often unthinkingly.   See the lovely examples here of just that happening.

As teachers we value mental fluency and we want our pupils to have it.   But are we working in the right way to engage our pupils over a sustained period of time, out of unthinkingness and into causing pupils to think deeply enough about the facts and skills they are adept at and how they might use them to form a strategy?    Continue reading “SATs chat: Why did my children revert to written methods on Paper 1?”

Is mastery just a passing fad?

 

Nicola Randall, Mathematics Teaching and Learning Adviser at Herts for Learning

Before I even start to tackle this question, I think it is helpful to clarify what we mean by ‘fad’ and the best way I could think of doing this was to consider some examples.

  • Leg warmers worn anywhere other than inside a dance studio: fad
  • No make-up selfies: fad
  • Replacing actual laughing with the word “LOL”: fad
  • Dressing as clowns and scaring people: fad

Continue reading “Is mastery just a passing fad?”

Are you and your children playful with number?

Rachel Rayner is a Primary Mathematics Adviser for Herts for Learning

Yesterday was a bit of a surreal day. Charlie Harber and I were filmed talking about mental mathematics.  A day of feeling hugely embarrassed by presenting our thoughts to a camera;   I’m sorry to say, I don’t think I did too well. To fit in all we wanted to say in 5 minutes was somewhat of a challenge to say the least.  So this blog is an attempt to put that right …I’ll let you be the judge of how I get on!

Why the focus on mental mathematics?

Our work in research projects around this area has led us to see the gaps between those children entering school having had rich experiences of maths at home and those who have had very little. Continue reading “Are you and your children playful with number?”

Take One Resource: The Counting Stick

Deborah Mulroney is a Primary Mathematics Adviser for Herts for Learning

In this blog the resource that we are focusing on is the counting stick. It usually has ten intervals but the type with four faces and divided in several ways are most useful. The main use is that it can be thought of as representing a three-dimensional empty number line.

Numberline 1

Continue reading “Take One Resource: The Counting Stick”

CPA: using Cuisenaire to support pupils to develop fractional understanding

Louisa Ingram is a primary mathematics adviser for HfL

Identifying Fractions

To begin with, pupils need to become familiar with assigning a value to a rod and finding the fractional value of the other rods. A good starting point is to find the value of the white rod as this then allows you to find the value of all other rods. When the brown rod equals 1; the white rod is one eighth. Compared to dark green, the white rod’s value is one sixth. Against blue, it is one ninth and against orange one tenths etc. You can then start to apply this such as assigning the brown rod a value of 2. Through this you can also draw attention to fractions such as which rod is one half, one quarter, one third the length of etc. Continue reading “CPA: using Cuisenaire to support pupils to develop fractional understanding”

Take one resource: the humble tens frame

Louise Racher is a primary mathematics adviser for HfL

The humble tens frame paired with double sided counters. Cheap, effective and perhaps a resource underused by schools in the UK. However, once you start using it you will soon realise the multitude of opportunities there are. The ten squares support pupils’ ability to benchmark from 5 and 10 and is a highly effective route to developing the idea of ‘ten-ness’ and the pattern of numbers leading to effective calculation and number sense. High performing jurisdictions such as Singapore use this model with pupils from a very early age; it is hugely popular in Singapore, America and now increasingly in Hertfordshire.

10s 1

Continue reading “Take one resource: the humble tens frame”

Making Every Question Count

Charlie Harber is the Deputy Lead Adviser for the HfL Primary Mathematics Team.

Do pages and pages of repetitive questions deepen our children’s understanding?

Teaching to mastery requires a mind shift on many different levels and presents many challenges (differentiation, whole class teaching, culture and ethos to name but a few). It is underpinned by a range of theories… You can’t explore mastery for long without encountering ‘Variation’ theories. There are two distinct variation theories (conceptual and procedural) which develop symbiotically to grow deep conceptual understanding in learners. These theories are used widely in the high performing East and South East Asian countries. They are exploited skilfully by teachers to expose the underlying structures of mathematics and allow children to ‘self-discover’. Continue reading “Making Every Question Count”

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