Adults Don’t Count? Conference Nov 2011

Fiona Allan

Adults Don’t Count? Conference Nov 2011 Think of a number Add 6 Double your answer Subtract 4 Half your answer Take away the number you first thought of And the answer is … It’s A Kind of Magic David Crawford pub. The Mathematical Association ISBN The Mathematical Association

Adults Don’t Count? Conference Nov

Teachers: ‘I enjoy teaching Mathematics ’ % change

Adults Don’t Count? Conference Nov 2011 Teachers: ‘My learners are responsive in my classes’

Adults Don’t Count? Conference Nov 2011 % change

Adults Don’t Count? Conference Nov 2011 Teachers : ‘I don't know where to find new resources’ % change

Adults Don’t Count? Conference Nov 2011 Teachers: ‘I get frustrated if my learners don't keep up’ % change

Adults Don’t Count? Conference Nov 2011 Teaching is more effective when it Builds on the knowledge learners already have Exposes and discusses common misconceptions and other surprising phenomena Uses higher-order questions Makes appropriate use of whole class interactive teaching, individual work and cooperative small group work Encourages reasoning rather than ‘answer getting’

Adults Don’t Count? Conference Nov 2011 Uses rich, collaborative tasks Creates connections between topics both within and beyond mathematics and with the real world Uses resources, including technology, in creative and appropriate ways Develops mathematical language through communicative activities Recognises both what has been learned and also how it has been learned Mathematics Matters

Adults Don’t Count? Conference Nov 2011 Build on the knowledge learners bring to sessions Write down at the top of a sheet of A4 paper something that you already know 5 x 8 = centimetres = 1 metre 50% of £20 = £10

Adults Don’t Count? Conference Nov 2011 If I Know This I Also KnowIf I Know This I Also Know: 50% of £20 = £10 25% of £20 = £5 50% of £200 = £100 5% of £20 = £1

Adults Don’t Count? Conference Nov 2011 Expose and discuss common misconceptions Working in a group, sort the cards.the cards Now sort them in a different way. Discuss in your group how this sorting activity could expose misconceptions. What Makes a Good Resource – Understanding and Ordering Decimals

Adults Don’t Count? Conference Nov 2011 Develop effective questioning North Hertfordshire College project Attendance in the classes taking part was 90% compared to 78% for those not taking part The pass rate for GCSE Mock increased to 77% in the classes taking part, compared to a College pass rate of 52% in 2009/2010. In an AS Level mock exam, learners achieved an average of 1.57 grades higher than the grades predicted by their GCSE scores. Professional development opportunities for mathematics teachers in Post-16 colleges

Adults Don’t Count? Conference Nov 2011 Use cooperative small group work Make appropriate use of whole class interactive teaching, individual work and cooperative small group work

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Adults Don’t Count? Conference Nov 2011 Teachers: ‘I prefer one teaching method for teaching maths’ % change

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Adults Don’t Count? Conference Nov 2011 Emphasise methods rather than answers Percentages (Encouraging reasoning rather than ‘answer getting’) Mathematical Moments

Adults Don’t Count? Conference Nov 2011 Use rich collaborative tasks Integrating Rich Tasks

Adults Don’t Count? Conference Nov 2011 Create connections between mathematical topics Making connections to other topics in mathematics – for example, between fractions and decimals real-life problems orreal-life problems the world of work National STEM Centre E-Library National STEM Centre E-Library and NCETMNCETM

Adults Don’t Count? Conference Nov 2011 % change

Adults Don’t Count? Conference Nov 2011 % change

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Adults Don’t Count? Conference Nov 2011 Use technology in appropriate ways Give it the time that it needs Start small Just get on with it ‘The use of the technology has had a positive effect on the engagement of the students and the enjoyment of Mathematics.’ ICT and Digital Technology used in mathematics teaching

Adults Don’t Count? Conference Nov 2011 Start by choosing one of the Principles for the effective teaching of mathematics, focus on that and embed it in your practice.