What does good / outstanding maths teaching and

learning look like?

… mathematical understanding is critical to our children's future. Our

economic future depends on stimulating innovation, developing

technological breakthroughs, making connections between scientific

disciplines. And none of that is possible without ensuring more and more

of our young people are mathematically literate and mathematically

confident. Mathematical understanding underpins science and

engineering, and it is the foundation of technological and economic

progress. As information technology, computer science, modelling and

simulation become integral to an ever-increasing group of industries, the

importance of maths grows and grows.

Secretary of State for Education 2011

G O O D / O U T S T A N D I N G T & L O F M AT H S

Planning – linked to AfL

AfL

Good progress

Pace and structure – enthuse and

motivate

Well organised

Children are on task and productive

Effective Questioning

Check for learning – alert to errors or

misconceptions WITHIN the lesson.

Teacher has high expectations

Subject knowledge and skill used to build

upon understanding.

Resources, including other adults, contribute

to the quality of learning.

Adults ensure kids know how well they are

doing and give steps for improvement –

FEEDBACK

Effective teaching strategies – well judged

and imaginative!

WHAT IS THE POINT OF

PLANNING TO IMPROVE

T &L?

Planning

* What are the mathematical demands of the topic you’re teaching?

• Do the pupils need to be taught the skills or are they applying them in a

new context?

• What are you TEACHING them as opposed to what are they DOING?

• What skill do you need to use to ensure they all make progress?

• How can you advance the learning of all pupils?

• How do you need to develop your learning environment to promote this

topic? Language, resources, displays, steps to success…

HOW DO WE ASSESS MATHS

AT ST. CHRISTOPHER TO

IMPROVE/MAINTAIN T & L?

HOW DO WE ASSESS MATHS

AT ST. CHRISTOPHER?

WHAT TOPICS HINDER OUR KIDS MAKING PROGRESS AND

WHY?

NUMBER

Is it more than the 4 operations?

Problem

solvingCounting

data

rounding

Shape

H O W D O W E H E L P C H I L D R E N B E C O M E

E F F E C T I V E L E A R N E R S I N C A L C U L A T I N G ,

P R O B L E M S O L V I N G A N D R E A S O N I N G ?

Practical, hands-on experiences of using, comparing and calculating with

numbers and quantities and the development of mental methods are of crucial

importance in establishing the best mathematical start.

Modelling and using accurate mathematical language so that pupils learn

to express their thinking using the correct vocabulary. Is it a SUM?

Understanding of place value – it is MORE than just tens and units.

Number facts and number bonds – need to be embedded not just KS1.

Multiplication tables – they just need to know them!

H O W D O W E H E L P C H I L D R E N B E C O M E

E F F E C T I V E L E A R N E R S I N C A L C U L A T I N G ,

P R O B L E M S O L V I N G A N D R E A S O N I N G ?

Introduce subtraction as the INVERSE of addition and division as the

INVERSE of multiplication. Children need to know they key concepts of

both but also of their relationship.

Focus on the maths skill and not the task or the written method – What

are they learning to do? Add? Keep it simple!

Problem solving has to be an integral part of learning within EVERY topic –

exploit links within work on measures and data handling, and meaningful

application to cross-curricular themes and work in other subjects.

H OW D O W E H E L P C H I L D R E N B E C O M E E F F E C T I V E L E A R N E R S I N C A L C U L A T I N G,

P R O B L E M S O L V I N G A N D R E A S O N I N G ?

Recognise and Intervene when kids are struggling and have deep rooted misconceptions –

seek support within our skilled staff!

SSM Using and Applying number (within the context of…)

L2 - ask and answer simple questions by counting the number of objects in each category and

sorting the categories by quantity.

L3 - solve one-step and two-step questions such as ‘How many more?’ and ‘How many fewer?’

using information presented in scaled bar charts and pictograms and tables.

3 / 1/ 1 weekly format.

OUTCOMES:

Plan and assess maths in your classroom based around what the

needs are.

Develop a more practical approach to your teaching.

Don’t ignore misconceptions in number because they seem to

deeply rooted but take a risk and have a go.

Use SSM to develop application of number skills!

AIM: to improve the learning! Shared learning goals Active involvement – pupils informed Self and peer assessment Effective feedback Belief that all can improve Motivation and self esteem Involves both teacher and learner

How do children know what teachers really mean?

STEPS TO SUCCESS

Draw a House…. You have 1

minute!

STEPS TO SUCCESS

What is successful about your partner’s

drawing?

What could be done to improve your drawing?

STEPS TO SUCCESS

STEPS TO SUCCESS

‘Any learner needs to know what they are learning to do

and what they will be judged on.’ Gilbert (2010)

Not ‘Guess what is inside the teacher’s head but informed

learning.’

STEPS TO SUCCESS

For maximum impact:

Linked with key skills for knowledge

Known by teachers first

Same for all – differentiation by supported activity

Generated by pupils

Constantly referred to

Used for peer and self assessment when appropriate

Broken down into further criteria when needed!

STEPS TO SUCCESS

‘ I T ’ S B R I G H T ”

‘ T H E C H R I S T M A S

T R E E S A R E N I C E ’

‘ T H E L E T T E R S A R E A

B I T F U N N Y

S O M E T I M E S ’

‘ T H E R E I N D E E R I S

N I C E . ’

‘ Y E L L O W D R A W I N G S

D O N ’ T S TA N D O U T. ’

‘This is the easiest to read.’

CHILD GENERATED STEPS

TO SUCCESS…

Make all your letters the correct size.

Use dark colours to make it stand out.

Don’t use yellow because it is not clear..

Put pictures round the edge, not in the middle.

Check that you have copied all words and numbers carefully.

HOW TO GENERATE STEP S TO

SU CCESS WITH THE CHIL DREN

Prove it/doing it wrong – teacher modelling

A finished product

Comparison of two products

Sloppy success criteria

Teacher demonstration

Revisiting success criteria from previous lesson.

Stop and display a randomly selected child’s work.

Apply S.C. to suggest improvements

Then all apply to own work so far.

A tool that is particularly useful for written methods of calculation or with

very structured processes.

Helps children over the barriers to learning.

It gives the children clear pointers about how they will achieve the lesson’s

objective.

STEPS TO SUCCESS IN MATHS