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|Description||In this one day practical course participants will have the opportunity to explore the nature of mathematical reasoning and problem solving and how it can be embedded throughout the maths curriculum. Participants will understand what good to outstanding maths teaching looks like. We will explore ways to encourage pupils to become independent problem solvers. This course will be a mix of tutor led and practical sessions, with time built in for discussion and reflection. This is available as a whole day or, depending upon locality, a series of twilights.|
|Categories||Primary, Teaching and Learning, Mathematics / Numeracy, KS2, Support Staff, Teaching staff, Learning Support, In school, After-school meetings, School closure day|
|Learning outcomes for participants/users and, where relevant, pupils or students||
By the end of the course participants will be aware of how to;
Develop good and outstanding maths teaching by supporting pupils in applying their learning.
Embed mathematical reasoning into every maths lesson.
Put problem solving at the centre of maths lessons.
Teach children to think mathematically.
Develop children’s mathematical reasoning.
They will also have developed their own knowledge of problem solving and reasoning and will have practical activities to take straight back to the class .
|Evidence underpinning this approach||
The aim of the New Maths Curriculum is to build reasoning, fluency and problem solving into every lesson. Much exposure is needed, at all levels, using concrete apparatus to embed concepts before moving onto written and abstract methods.
Once a concept has been thoroughly understood the challenge for the teacher is to broaden the pupils understanding, not to quickly move on to the next ‘topic’. Good questioning skills, and the ability to make links between topics are essential to meeting the aims of the curriculum.
Problem solving is seen by many as ‘word problems’ however it is much more than this. Polya ( G. Polya, "How to Solve It", 2nd edition., Princeton University Press, 1957,) says that it is:
|How users/participants can evaluate success||
Immediate evaluation of the course and impact on participants subject knowledge. Their increased subject knwoledge, understanding and confidence will empower them to deliver maths lessons which will build their pupils enthusiasm and confidence enabling them to become resiliant mathematicians. Participants will notice a more positive attitude to maths in class and will be able to measure the impact on progress and attainment.
|Follow-up activities and support||
Participants are encouraged to contact me with any questions that they have after the course. I have additional reading lists available. Discussion groups are also set up via twitter.
We are always available to support staff implementing new strategies in their classroom. Any follow up questions or extra support needed can be requested via email, our blog site http://mathsolutionz.org or @mathsolutionz on twitter. We encurage participants to make full use of these facilities for further PD and collaboration. We also suggest time is allowed at staff or HOD meetings to discuss and embed new knowlege and classroom practice.
The day will be divided into four sessions;
9.30 - 10.45 What is mathematical reasoning?
11.00 -12.15 What is Mathematical problem solving?
1.00 - 2.15 Does investigative maths have a role to play?
2.30 - 3.45 embedding them all into planning, marking and assessing.
This course is hands and minds on. It will be a combination of tutor led and practical activities. There is time allowed for discussion and reflection. The day can be deliverd to individual schools. MATS, TSAs and clusters as a full day or twilights, depending upon location
This course does not have any pre-booked dates available. Please contact the provider directly to arrange this training.