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Inspire Maths Text books Inspiring children to succeed.

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1 Inspire Maths Text books Inspiring children to succeed

2 Aim of this presentation:  To introduce the Inspire Maths program for sustained improvement in schools  To provide the background to its development  To familiarise ourselves with the resources and the teaching sequence  To transform the teaching and learning of mathematics for all children in our school, teaching to mastery.

3 The case for reform

4 Source PISA 2012 dataset

5 Concrete – Pictorial – Abstract. Jerome Bruner. American. 1915 – Variation Theory. Zoltan Dienes. Hungarian. (1916 – 2014) Conceptual and procedural understanding. Richard Skemp. British. (1919 – 1995) Growth mind set – ‘I can’t do this yet!’ Carol Dweck. American. (1946)

6 Concrete-Pictorial-Abstract  Concrete – internalised action  Pictorial – iconic with sensory imagery  Abstract – symbolic with symbols e.g. numerals, which bear only an arbitrary relation to what they stand for.

7 Variation Theory  One of the theories underpinning Inspire Maths text books  Two underlying principles: Perceptual variation – presenting one concept in a variety of contexts (e.g. using a variety of manipulatives and models to represent one addition number sentence) Systematic variation – mathematical variation which provides a variety of examples of one mathematical concept (e.g. providing a variety of addition number sentences for practice and consolidation )



10 The approach to teaching maths in Singapore is based on a few fundamentals:  Problem solving curriculum  Emphasis on the development of intellectual competence such as ability to visualise  Emphasis on conceptual understanding  Systematic development of skills and concepts  Emphasis on the C-P-A approach

11 True or false? 2 + 3 = 3 + 2 6 X 7 = 7 X 6 20 ÷ 5 = 5 ÷ 20 30 X 9 = 9 X 30 5 – 4 = 4 – 5 23 + 25 = 22 + 26 4 X 12 = 8 X 6 68 – 27 =59 – 18 Discuss with your neighbour the structures, relationships and connections you can see.

12 Inspire Maths  Provides opportunities for problem solving  Emphasis on the development of the intellectual competence, such as the ability to visualise  Conceptual understanding  Systematic development of skills and concepts; the spiral approach  Emphasis on the C-P-A approach  Guides children into making connections between different areas of mathematics  Textbooks give structure and a systematic approach

13 Fluency and Mastery  Become fluent in the fundamentals of mathematics including through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and are able to recall and apply their knowledge rapidly and accurately

14 A Mastery Curriculum The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on. (NC p3)

15 National curriculum for England: mathematics programmes of study mathematics-programmes-of-study

16 Inspire Maths Programme  Lesson planning and using the text books:  Teacher’s Guide 1a and 1b  Pupil Text book 1a and 1b  Practice book 1a, 1b, 1c, 1d  Assessment book  Oxford Owl and digital offering*

17 Teaching Sequence The suggested sequence is:  Let’s learn – direct teaching/instruction  Guided practice – all working on the same concepts and skill at the same time by using pupil textbooks on the carpet  Independent practice – using practice book to consolidate  * Homework opportunities provided within pupil textbooks and practice books  Deep conceptual understanding is developed through the spiral curriculum of core topics teaching to mastery

18 Proactive or reactive teaching of maths?  Preventing the gap rather than closing the gap!  Depth and breadth not acceleration  TLLM: Teach less – learn more  Inclusive of everyone – mastery for all

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