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Welcome! ‘Parents are a child’s first and most enduring educators, and their influence cannot be overestimated. Parents should be at the centre of any.

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Presentation on theme: "Welcome! ‘Parents are a child’s first and most enduring educators, and their influence cannot be overestimated. Parents should be at the centre of any."— Presentation transcript:

1 Welcome! ‘Parents are a child’s first and most enduring educators, and their influence cannot be overestimated. Parents should be at the centre of any plan to improve children’s outcomes, starting with the early years and continuing right through schooling.‘ Williams P. Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools: final report DCSF, 2008 Mathematics Curriculum Evenin g WELCOME!

2 Research Report DFE-RR178 Review of the National Curriculum in England What can we learn from the English, mathematics and science curricula of high- performing jurisdictions? DFE Feb 2012

3 Programme for International Student Assessment (PISA), the Progress in International Reading Literacy Study (PIRLS) and the Trends in International Mathematics and Science Study (TIMSS).

4 The content and principles in the 2014 mathematics curriculum reflect what is found in high performing education systems internationally, ie Singapore, Japan, South Korea and China. The OECD suggests that by the age of 15 students from these countries are on average up to three years ahead in maths compared to 15 year olds in England. OECD – The Organisation for Economic Co-operation and Development

5 How does the new curriculum affect the way my child will learn Maths Higher expectations Age related curriculum Focus on mental and written methods In the Maths narrative, Ministers stressed and highlighted 2 things: conceptual understanding and procedural fluency

6 Learning written methods is not the ultimate aim. Mathematics is foremost an activity of the mind: written calculations are an aid to that activity. OFSTED survey of good practice in primary mathematics shows that many successful schools teach both fluency in mental and written methods of calculation, and understanding of the underlying mathematical concepts OFSTED (2011) Good practice in primary mathematics: evidence from 20 successful schools. “… to improve pupils’ understanding of mathematics by focussing more on concepts and development of insight and by relying less on teaching ‘rules’.” Maths Made to Measure OFSTED 2012


8 The national curriculum for mathematics aims to ensure that all pupils: become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

9 40.5 x 100 = 4.05 x 50 = 40.5 x 200 = 8.1 x 50 = 81 x 200 = 4050 202.5 8100 405 16200

10 40.5 x 100 = 10x y 4.05 x 50 = x y 2 40.5 x 200 = 10x 2y 8.1 x 50 = 2x y 2 81 x 200 = 20x 2y 4050 202.5 8100 405 16200 4.05 x 100 = 405 x y

11 Mathematics is an excellent vehicle for development and improvement of a person’s intellectual competence. Singapore Math Curriculum 2006

12 Mental Calculation Mental calculation requires familiarity with: place value and partitioning; knowledge of number facts, such as number bonds to 10; the size of numbers and where they fit into the number system; the relationships between operations

13 Skills of Mental Calculation Remembering number facts and recalling them without hesitation Using facts that are known by heart to figure out new facts Applying understanding of place value and ability to partition numbers into parts Understanding and using the laws of arithmetic and relationships between the four operations to find answers and check results Having a repertoire of mental strategies to do calculations, with some thinking time Solving word problems

14 216 18 12

15 The answer is what is the question?

16 Distributive law applied to grid multiplication x506 2010001201120 735042392 1512 Expressed using brackets 56 x 27= (50 + 6) (20 +7) = 50 (20 + 7) + 6 (20 + 7) = 50 x 20 + 50 x 7 + 6 x 20 + 6 x 7 As a general rule, expressed algebraically (x + y) (a + b) = xa + xb + ya + yb

17 A shepherd owns 19 sheep and 13 goats. How old is the shepherd?

18 A 27-year-old shepherd owns 25 sheep and 10 goats. How old is the shepherd?

19 Children, who are confident with number, have 4 pillars which underwrite calculation. 1.A good understanding of place value 2.A good bank of number facts 3.Have a good set of images and models 4.A good ability to double and halve

20 What can you do to help at home? Have a positive attitude to maths! Talk maths with your child e.g. "How much change will I get from...?", “How many obtuse angles can you see around us?” Involve children when taking measurements or weighing items Give children opportunities to use money to shop, check change etc Talk about the mathematics in sport e.g. What does the dart player need to land on to win? Are there others ways to achieve that score? Encourage quick recall of multiplication and division facts. Look at number puzzles/challenges from newspapers. Share strategies and methods (allow your child to be the expert) When helping your child calculate, use the method that your child has been taught.

21 Why is mathematics important? A high quality mathematics education provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject. National Curriculum for Mathematics DFE September 2013

22 “ … aptitude is the length of time it takes a person to learn, not how ‘bright’ a person is, that is, everyone can learn given the right circumstances.” Notes from Benjamin Bloom’s lecture ACSA, April 1987

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