1. Subject Leaders for Mathematics and Literacy Day 2 February 2010

2. Mathematics and Literacy Subject Leaders 2010 Morning agenda 9:00 Welcome and domestics 9:05 Developing mental maths through reasoning and communication: promoting dialogue Challenging the Higher Achievers Refresh Challenging the Higher Achievers The role of the Maths Subject Leader Lesson Study Updates in brief 12:00 LUNCH!!

3. Now close your eyes

4. cube visualisation

5. Developing mental mathematics through reasoning and communication Mathematics training with Year 1 and 2 teachers and 4 and 6 teachers has explored ways of developing mental mathematics using:  visualisation  planning opportunities to engage in mathematical reasoning and problem solving  using pedagogical approaches that allow for and encourage communication, therefore  faciltating the process of children negotiating meaning for themselves in mathematics The guided reasoning activities we have focused on embrace all of these elements of teaching mathematics.

6. Developing mental mathematics through reasoning and communication We have involved teachers in the experience of reasoning and communicating about mathematics. Key images used as starting points have been: the mobile phone key pad a hopscotch grid a square We then suggested other starting points for planning reasoning experiences for children, most of them using everyday mathematical models and images. The shared outcomes of these activities are available on the BwD learning platform under Primary Maths/ guided reasoning examples. www.learningbwd.org.uk

7. Developing mental mathematics through reasoning and communication beadstring reasoning

8. Developing mental mathematics through reasoning and communication In your envelope is a suggested image to use with children as a focus for guided reasoning. Talk about the image then discuss and record three layered questions to stimulate reasoning and communication.

9. Developing mental mathematics through reasoning and communication Have a look at the example ideas already prepared by Year 1 and 2 teachers! We have looked at a variety of starting points and will explore more with Year 4 and 6 teachers (as long as it doesn’t snow!)

10. Developing mental mathematics through reasoning and communication Familiarise yourself with the progression in visualisation poster.

11. Notes from Securing Level Documents Every day is a mental maths day! Don’t expect confidence in working mentally if practice and repetition have not taken place.

12. Notes from Securing Level Documents Hands-on learning is important. Don’t talk about weighing scales, use them. Using apparatus is better than imagining how it works.

13. Notes from Securing Level Documents Seeing math through models and images supports learning. Don’t expect children to visualise and see how something works if they have no models and images to draw from.

14. Notes from Securing Level Documents Talking about mathematics clarifies and refines thinking. Don’t expect children to explain or provide reasons if they have no opportunity to use and develop and refine the language they need to do it.

15. Notes from Securing Level Documents Make mathematics interesting! Don’t expect children to be interested in mathematics if you don’t share an interest and mathematics is routine and dull.

16. Notes from Securing Level Documents Learning from mistakes should build up children’s confidence. Don’t just tell children something is wrong.

17. Other ideas to explore to promote communication and reasoning in mathematics sometimes, always, never true

18. Other ideas to explore to promote communication and reasoning in mathematics

19. Look back at the speaking and listening posters.

20. Negotiating Meaning in Mathematics Mathematical word or phrase Where do you see this word in everyday life? Mathematical symbols (if there are any): What other mathematical words is it related to? Describe what your word or phrase means: Use your word or phrase in a statement:Picture or diagram:

21. A sequence for teaching new vocabulary Planning Identify appropriate new vocabulary when planning. Revisit, Explain, Use Oral activities to confirm prior knowledge. Explain the purpose of new learning. Use vocabulary orally in context. Teach, Model, Define Adult to model and use word learning strategies across all areas of the curriculum. Model new vocabulary in context. Practise, Explore, Investigate Provide opportunities for children to practise and explore new vocabulary: through questions, talk, word and language games and across the curriculum in a range of contexts. Apply, Assess, Reflect Revise new learning. Apply in talk, spelling and writing. Develop independent word learning skills. Encourage children to reflect on use of the vocabulary. Display vocabulary with visual promptsCreate a word aware environment

22. What next with communication…. Use the notes on dialogue prompt sheet to reflect on questions and actions you may wish to follow up in school The role of the teacher/ adults: the strategies they can use to promote dialogue and reasoning to develop mental mathematics