1. Primary Mastery Specialists

2. The Project – NCP5
Training

3. TRG

4. NV

14. Mathematical Reasoning

15. Conceptual understanding
Mathematical thinking
Relational understanding
Reasoning

16. Understanding the why not just the how

17. Richard Skemp (1977) Relational understanding
a more meaningful learning in which the student is able to understand the links and relationships which give mathematics its structure
which is more beneficial in the long term and aids motivation
Instrumental understanding
a mechanical, rote or 'learn the rule/method/algorithm' kind of learning
which gives quicker results for the teacher in the short term

19. The use of CPA Concrete Pictorial Abstract
Children use resources and images to represent their thinking rather than using them to ‘do the maths’

20. Problem solving
Build mathematical knowledge and understanding by grappling with and solving genuine problems as opposed to completing routine exercises

21. Variation Introducing the same concept through a variety of situations
Getting children to identify what's the same? what's different? This enables the pupils distinguish the essential and arbitrary characteristics of a representation.

23. STEM SENTENCES

24. SENTENCES TO HELP STRUCTURE REASONING
It can’t be ...because ...
I noticed that...
It must be …because …
If … then ...
I wonder whether …
I already know that … so …
I think that …because …
I noticed a connection between …

25. SENTENCES THAT HELP CHILDREN GET TO THE HEART OF A MATHEMATICAL CONCEPT.

27. I have______ equal groups.
In each equal group there are_____.

28. What sentence(s) did you notice?
What impact were they having?
Why did they choose them?

29. How to get involved