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Teaching for mastery

RUCSAC pack your bags, let’s hit the bar instead

Charlie Harber is the Deputy Lead Adviser for Primary Mathematics at Herts for Learning.  She has  researched the positive impact bar modelling has on pupils’ access to worded problems.

Recent analysis in many schools and discussion with subject leaders confirmed what many teachers have long suspected, that many children have the procedural skills but they  seemed to abandon all reasoning  when they need to apply them once they are embedded in a word/story problem. Many schools in the UK use RUCSAC to help the children, but have you considered why that doesn’t work? Is there a better way, one which just doesn’t prepare them to answer questions in tests, but also deepens operational understanding, exposes misunderstandings and develops reasoning – empowering the children to discuss the mathematics?

Simply put, yes I think there is a better way – bar modelling. Continue reading “RUCSAC pack your bags, let’s hit the bar instead”

So you have textbooks…so what?

Siobhan King is a Mathematics Adviser at Herts for Learning

I have been thinking about maths text books: what they add to lessons and how they can be used effectively.  I am a firm believer in not reinventing the wheel and know that teacher time is finite and exceptionally valuable.   Furthermore, I agree with Tim Oates’ assertion that “high quality textbooks support both teachers and pupils – they free teachers up to concentrate on refining pedagogy and developing engaging, effective learning.”  (Oates, 2014, p4) Continue reading “So you have textbooks…so what?”

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?”

Why dodecahedrons hate CPA.

Rachel Rayner is a Primary Mathematics Adviser for Herts for Learning

For a blog about the CPA approach click here.

Yes, teachers do label their fixed ability groups by shapes…still. Yes, pupils do end up in the circles group from the age of five and in some cases in the teacher’s head, younger.  And yes, it damages.  We are all by now familiar with the work of Carol Dweck and the idea of fixed and growth mindsets.  But in maths at least this fixed ability grouping or setting persists in Primary, despite the evidence that it can be detrimental to those pupils designated ‘circles’ or ‘triangles’.   Continue reading “Why dodecahedrons hate CPA.”

‘It’s differentiation Jim, but not as we know it!’

Nicola Randall is a Primary Mathematics Adviser at Herts for Learning

Over the past year I have worked with several schools developing a mastery approach to teaching and learning in Mathematics. The approach fits well with the new curriculum and enables both teachers and pupils’ depth of learning. From my conversations with teachers and leaders, one question that is on everyone’s mind is ‘what about differentiation?’ Continue reading “‘It’s differentiation Jim, but not as we know it!’”

Reflections on Introducing Middle School to the Concrete Pictorial Abstract Pathway

Louise Racher is a Primary Mathematics Adviser for Herts for Learning.

I am pretty lucky. I get to “do” maths all day every day.  Gone are the days when I used to teach PE, history, geography, English … and so on, as well as dealing with hormonal Year 6 children … to have the permission to think about one thing only, mathematics, is an indulgence.

I am still learning, and changing my opinion about which approaches will make the biggest difference, that will continue to change I am sure. What I do know is that the experiences I had in school were not good enough.  Rote learning, procedures with no reason, struggling to keep up, sometimes copying my neighbour to get me through the lesson, because maybe I will be OK on my own tomorrow.  I am passionate about the use of manipulatives across the Primary phase, and into the secondary phase.  So, to have the opportunity to talk to teachers in a middle school and really sell my passion was a great opportunity.  Continue reading “Reflections on Introducing Middle School to the Concrete Pictorial Abstract Pathway”

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”

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