1. 14-19 mathematics: achieving together Jane Jones HMI, Specialist Adviser for Mathematics Jane Imrie, NCETM Acting Director Welcome

2. Aims of the conference To build on the findings and recommendations of the Ofsted report ‘Evaluating mathematics provision for 14- 19 year olds’ by: probing key aspects of learning highlighted in the report exploring starting points for collaborative professional development establishing partnerships between teachers to carry the work forward What happens when you join the midpoints of the sides of any quadrilateral?

3. Key Findings of the Report (1) Informal assessment and questioning skills “Teachers who exposed and tackled students’ misconceptions through well-judged questioning enhanced students’ understanding. Teachers responded flexibly, judging their next intervention according to what students said or wrote. They left ‘thinking time’ ….. Crucially, they tackled incorrect answers positively, using them as an aid to learning …… What are the next terms in the sequence: 8, 9, 11, 12, 14, ……?

4. Key Findings of the Report (2) Critical thinking and reasoning “Effective teachers …. required students to articulate and refine their ideas, focusing on developing their critical thinking and reasoning. Consequently, students were helped to recognise the power of mathematical thinking” Is it true that all prime numbers, other than 2 and 3, are one less or one more than a multiple of 6?

5. Key Findings of the Report (3) Professional development and good practice “Frequently, examples of good and weak teaching and learning were observed in the same school or college. However, in departments with a culture of disseminating good practice and which were open to innovation, the quality of learning and achievement was more consistent.” “Professional development opportunities which had the most impact …. improved methodology by encouraging reflection on the effectiveness of teaching approaches.” The complete sequence is: 8, 9, 11, 12, 19, 22, 29, 31

6. Mathematics task: some questions Which statement was the easiest to prove or disprove, and which was the most difficult? Why? Did you collaborate with a friend on any statement? If so, what difference did it make? Did you find any alternative answers/proofs? Were some ‘better’ than others? Why?       

7. Key Findings of the Report (4) Learning through collaboration and discussion “Most students liked to work in groups and appreciated the opportunity to discuss their solutions and ideas with other learners. They were able to learn very effectively from one another, were prepared to ‘chance their arm’ in a non-threatening situation and developed their reasoning and use of mathematical language.” How many factors does a googol have? (Clue: 10 has 4)

8. 14-19 mathematics: achieving together Ready for more? Let’s get started then! Malcolm Swan: “Collaborative learning – challenging our practices and beliefs”

9. 14-19 mathematics: achieving together Jane Jones HMI, Specialist Adviser for Mathematics Jane Imrie, NCETM Acting Director Welcome