1. Manchester mathematics conference
Jane Jones HMI, National lead for Mathematics
23 June 2015
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2. Aims: To explore, in the context of the new National Curriculum,
characteristics of mastery
transition
development of effective teaching and learning
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3. But first, with a partner, a question …
… what are the three aims of the new National Curriculum?
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4. 24/04/2017
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 develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately
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.
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5. The National Curriculum: expectations
The NC states:
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.
This expectation has implications for lesson planning and teaching.
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6. … what does differentiation look like in your school?
Pause for thought …
… what does differentiation look like in your school?
Discuss!
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7. The National Curriculum: differentiation?
The NC states:
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.
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8. Challenge through depth
Work out
(999 – ) ÷ (adapted from junior challenge 2014)
Can you do it another way?
P, Q, R, S and T represent single digits in this subtraction. Find their values.
What is the ratio of the areas of triangles A and B? A B
Websites/membership of subject associations – many of these for mathematics, eg the Mathematical Association (MA), the Association of Teachers of Mathematics (ATM)
Website and competitions organised by the United Kingdom Mathematics Trust (UKMT) – good particularly for the more able, with lots of short interesting questions and problems. 7 Q 2 S T − P 3 R 9 6
MA 2015

9. … what does good consolidation look like?
Developing fluency …
… what does good consolidation look like?
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10. Practice makes perfect?
Compare these two multiplication exercises.
Which supports the development of fluency better? Why?
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11. The NC: a mastery curriculum
An expectation that all pupils can and will achieve.
The large majority of pupils progress through the curriculum content at the same pace. Differentiation emphasises deep knowledge and individual support/intervention.
Teaching is underpinned by methodical curriculum design, with units of work that focus in depth on key topics. Lessons and resources are crafted carefully to foster deep conceptual and procedural knowledge.
Practice and consolidation play a central role. Well-designed variation builds fluency and understanding of underlying mathematical concepts in tandem.
Teachers use precise questioning to check conceptual and procedural knowledge. They assess in lessons to identify who requires intervention so that all pupils keep up.
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12. The NC: a mastery curriculum
These points are taken from the NCETM’s paper on Mastery _mathematics_october_2014.pdf
A mastery curriculum often involves whole-class teaching, with all pupils being taught the same concepts at the same time. Small-group work typically involves challenge through greater depth for the more able and support with grasping concepts and methods for less-able pupils.
‘Variation’ in set exercises is also known as ‘intelligent practice’. Such exercises usually concentrate on the same topic/method/concept but vary in how the questions are presented, often in ways that expose the underlying concept or mathematical structure, and make pupils think deeply for themselves.
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13. … securing depth of understanding
Developing fluency …
… securing depth of understanding
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14. Models, images and practical apparatus
All of these play an important part in supporting pupils’ conceptual understanding and reasoning skills.
Can you name these?
Flexibility with different representations is an important element of fluency.
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15. Resources/images to help build concepts
number line
Numicon
geoboard
array
counting stick or metre rule
empty number line
hundred square
place value cards
bead string
Dienes blocks base-ten blocks
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16. The National Curriculum
Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas.
The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems.
They should also apply their mathematical knowledge to science and other subjects.
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17. Pause for thought …
… what support will teachers (and teaching assistants) need with connections and representations, and with unfamiliar subject matter (eg aspects of fractions)?
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18. Developing good problem solving …
… including challenging the more able (a.k.a. the ‘rapid graspers’)
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19. Problems and puzzles
Problems do not have to be set in real-life contexts.
Providing a range of puzzles and other problems helps pupils to reason strategically to:
find possible ways into solving a problem
sequence an unfolding solution to a problem
use recording to help their thinking about the next step.
It is particularly important that teachers and teaching assistants stress such reasoning, rather than just checking whether the final answer is correct.
All pupils need to learn how to solve problems from the earliest age – the EYFS early learning goals also include problem solving.
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20. Common weaknesses in teaching problem solving
24/04/2017
Common weaknesses in teaching problem solving
Pupils are expected to acquire problem-solving skills without them being made explicit. Lesson objectives and planning tend to focus on content rather than specific problem-solving skills.
Teachers/TAs are too quick to prompt pupils, focusing on getting ‘the answer’ – pupils need to build their confidence and skills in solving problems, so that they can apply them naturally in other situations.
When problems are set, teachers do not use them well enough to discuss with pupils alternative approaches and why one is more elegant than another.
Problems for high attainers involve harder numbers rather than more demanding reasoning and problem-solving skills.
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21. Problem solving: nrich.maths.org
The nrich website is a good source for problems.
It includes printable resources, notes for teachers and solutions written by pupils.
Each problem has been mapped against the new NC.
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22. The problem, ‘Forwards add backwards’ is shown on the next slide.
Spend a couple of minutes on it.
Which pupils in a class might it be suitable for? Why?
Answers and explanation at nrich.maths.org/11111
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23. ‘Forwards add backwards’
The number 726 can be formed by adding a 3-digit number with its reversal:  =726, for example.
Can you find the other two ways of making 726 in this way?
Can you find the three ways to do this for 707 and 766?
Which ten numbers between 700 and 800 can be formed from a number plus its reversal?
What common property do they have? Can you explain why?
How many numbers between 300 and 400 can be formed from a number plus its reversal?
How about between 800 and 900?
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24. … what is the area of this rectangle?
Improving problems …
… what is the area of this rectangle?
20cm
5cm
Adapt this question to encourage pupils to think harder about how to solve it, and to develop better their problem-solving skills and conceptual understanding of area of a rectangle.
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25. Some problems based on 5x20 rectangle
Which square has the same area as this rectangle?
Find all the rectangles with whole-number side lengths that have the same area as this one.
How many rectangles have an area of 100cm2? Explain.
If I halve the length and double the width, what happens to the area? What if I double the length and halve the width?
Imagine doubling the length and width of the rectangle (do not draw it). Think: what will the area of the new rectangle be? Now draw it and check its area. Explain your findings.
What happens to the area and the perimeter when you cut a piece from the corner of the rectangle? Is it possible for the perimeter to be the same or larger than originally? How?
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26. Building variety in problem solving
Straightforward problems can be adapted to create more opportunities for reasoning and for learning about different problem-solving strategies, by:
removing intermediate steps
reversing the problem
making the problem more open
asking for all possible solutions
asking why, so that pupils explain
asking directly about a mathematical relationship.
Able pupils should be challenged (and their learning deepened) through more complex problem solving rather than accelerated through new material.
This key feature of the National Curriculum is a large shift away from previous practice.
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27. Developing reasoning …
… research by Terezinha Nunes (2009) identified the ability to reason mathematically as the most important factor in a pupil’s success in mathematics.
Development of Maths Capabilities and Confidence in Primary School
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28. Reasoning
Reasoning is integral to the development of conceptual understanding and problem-solving skills.
Of the three National Curriculum aims, it is the least well developed currently.
Not all classrooms have a positive ethos that encourages learning from mistakes.
Tasks are not used well enough to develop reasoning.
Talk often focuses on the ‘how’ rather than the ‘why’, ‘why not’, and ‘what if’ in:
teachers’ explanations and questions
pupils’ responses.
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29. Fun with multiplication
Write down any three-digit number
Multiply it by 13
Multiply that answer by 7
And, finally, multiply that answer by 11
What do you notice?
Does it always work?
Why?
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30. NCETM progression maps
The National Centre for Excellence in the Teaching of Mathematics (NCETM) has produced progression maps for different strands of mathematics within the NC at KS
It has added questions to each section within the strands to encourage discussion and reasoning. These include:
Such questions are useful to encourage all pupils to think and reason, but also good for challenging the more able.
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31. Transition
Two factors that influence the effectiveness of transition are:
the pupil’s mathematical readiness for the next key stage
the teacher knowing and building on the pupil’s prior learning in mathematics.
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32. … consider these two factors for each transition point:
Pause for thought …
… consider these two factors for each transition point:
within your school
between your school and partner schools (or colleges)
What strengths and barriers can you identify?
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33. Pause for thought …
How well do you promote progression in strands of mathematics within your school, and beyond it?
What choices do you make about deployment of staff, and how well do you develop their expertise in mathematics?
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34. NC appendix: formal written methods

35. Leading improvement in teaching and learning
In what ways is your school’s work in mathematics monitored?
Why does your school do work scrutiny?
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36. The potential of work scrutiny
To check and improve:
teaching approaches, including development of conceptual understanding
depth and breadth of work set and tackled
levels of challenge
problem solving
pupils’ understanding and misconceptions
assessment and its impact on understanding.
To look back over time and across year groups at:
progression through concepts for pupils of different abilities
how well pupils have overcome any earlier misconceptions
balance and depth of coverage of the scheme of work, including problem solving and opportunities for reasoning.
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37. Lesson observation
From September 2015, inspectors will judge teaching, learning and assessment together, linking the impact of teaching and assessment with pupils’ learning.
In mathematics, the following aspects are important in developing pupils’ gains in knowledge, skills and understanding:
monitoring/assessing to enhance progress
conceptual understanding – including approaches, models and images
misconceptions
practice
problem solving
reasoning, including correct language and symbols.
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38. Lesson observation records
aspect
teacher: input
pupils: impact (individuals & groups)
T&L, asst
quality of teaching and assessment
mathematical detail of gains in understanding, knowledge and skills
monitoring to enhance progress
observe, question, listen, circulate to check and improve pupils’ progress
details of how this increments learning or misses opportunities/fails to enhance it
conceptual understanding
teaching approach: structure, images, reasoning, links
depth of conceptual understanding
mis-conceptions
identify and deal with; design activities that reveal them 
detail of misconception and degree to which overcome
practice
intelligent; focus on structure /concept; carefully sequenced (not solely mechanical)  
grappling with work to build K, S and/or U; incremental links made; learning from errors
problem solving
real thinking required, for all pupils; not just at end (can use to introduce a concept)
confidence to tackle and persistence; depth of thinking; detail of pupils’ chosen methods and mathematics
reasoning, language and symbols
promote written and/or oral reasoning; model, check and correct language/symbols
use of reasoning (oral and written); correct language/symbols; detail of missed or unresolved inaccuracy
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39. Manchester mathematics conference
Jane Jones HMI, National lead for Mathematics
23 June 2015
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40. Teach Manchester conference