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MR presentation - Ireland

MR presentation - Ireland



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    M A T A M A T A Presentation Transcript

    • Mhairi Stratton Humbie Primary School, East Lothian
    • What is Maths Recovery?
      • Early Intervention programme
      • Developed by Professor Robert Wright at Southern Cross University, New South Wales, Australia
      • Identifies children at risk of failure in mathematics
      • Provides specialist Maths Recovery Teachers with an intervention programme that enables then to advance children to a level at which they can be successful in a classroom situation
      • Is essentially a short-term intervention programme
    • The Guiding Principles in MR
      • Teaching approach is enquiry based
      • Teaching is informed by assessment
      • Teaching focuses just beyond the cutting edge of child’s knowledge
      • Teachers exercise professional judgement in selecting from a bank of teaching procedures
      • Teacher understands children’s numerical strategies and deliberately engenders the development of more sophisticated strategies
      • Teaching involves intensive ongoing observation and continual micro-adjusting
      • Teaching supports and builds upon children’s intuitive, verbally based strategies
      • The teacher provides the sufficient time to solve the problem and reflect
      • Children gain intrinsic satisfaction from their problem solving, their realisation that they are making progress, and from the verification methods they develop.
    • East Lothian’s Maths Recovery Teachers
      • Maths Recovery Teachers (School Based)
      • Support for Learning Coordinators
      • Classroom Teachers
      • Each cluster has Maths Recovery Teachers
    • Support for Learning Coordinators
      • Schools are informed of the types of children who may benefit from MR interview.
      • Identified child referred to SfL coordinator
      • SfL coordinator assesses child and provides teacher with detailed diagnosis and planned activities to “move the child on”.
      • Benefits / Challenges
    • Maths Recovery in Classroom Teaching
      • Active Learning!
      • Maths Recovery provides teachers with a detailed framework of numerical knowledge
      • A teacher who understands these elements can begin with the child not mathematics.
      • This knowledge empowers teachers to be creative with learning
      • Teachers are visiting schools that are using Maths Recovery principles to improve learning through play
    • Why does East Lothian want to introduce Maths Recovery into every classroom?
      • Maths Recovery training provides insight into the developmental stages of understanding number
      • Teachers who have had this training have the understanding and confidence to provide high quality interactive maths lessons
      • Teachers who have this training know how to manipulate materials to differentiate & challenge thinking
      • Teachers understand how to use screening effectively
      • Children’s self-esteem, confidence and understanding significantly improves
    • Delivers Numeracy Outcomes
      • I have explored numbers, understanding that they represent quantities and I can use them to count, create sequences and describe order.
      • I use practical materials and can ‘count on and back’ to help me to understand addition and subtraction, recording my ideas and solutions in different ways.
      • I can share out a group of items by making smaller groups and can split a whole object into smaller parts.
    • Maths Recovery in East Lothian What do we want?
      • A framework to inform and plan daily teaching
      • Maths Recovery teachers for each school supporting teachers and providing detailed interviews
      • SfL coordinators supporting primary schools and creating links especially into secondary
    • How can we raise awareness of Maths Recovery ?
      • Initial CPD for infant teachers raising awareness of the Maths Recovery:
      • Assessment interviews for class teachers - begin with the child not mathematics.
      • Developmental progressions with anchor points
      • Demonstrate how to observe and record each child’s growth
      • Profiling for more effective planning of Active Learning
    • Developmental Progressions
      • Forward Number Word Progression
      • Backward Number Word Progression
      • Numerals
      • Addition and Subtraction
      • Finger Patterns
      • Spatial Patterns
      • Multiplication and Division
    • Forward Number Word Sequence & Number Word After
      • Main messages:
      • NWS differ from counting activities
      • FNWS involve saying number words in a sequence and are sometimes referred to as “rote counting”
      • Being facile with FNWS is an important aspect of early number knowledge
      • It provides the basis for many early arithmetical strategies
    • Backward Number Word Sequence & Number Word Before
      • Main messages:
      • BNWS usually progresses more slowly than FNWS
      • Facility with BNWS usually indicates that the student has a strong knowledge of the number word sequences by ones
      • This enables them access to a wider range of strategies
    • Numerals
      • Main messages:
      • It is important to realise the complexity of introducing numerals
      • Numeral identification involves both generating the sound of the name and associating it with the written symbol.
      • Sequencing numerals also indicates a child’s understanding of early number. It shows the links that the child has made between numerals and number words.
    • Addition and Subtraction
      • Main messages:
      • A child must be able to ascribe numerosity to a collection. This requires one-to-one correspondence and coordinating A NWS
      • Children solve addition and subtraction differently from adults and each other.
      • Using concrete materials and screens helps determine the strategies that a child will use.
    • Addition and Subtraction
      • Main messages:
      • Tasks involving screened collections provide a bridge between totally concrete and totally abstract maths
    • Finger Patterns
      • Main messages:
      • Children use fingers in many different ways to assist with partitions and combinations that support the development of more sophisticated arithmetical strategies
      • Finger Patterns are used to develop strategies for structuring numbers to 10
      • Facile use of partitions and combination to 5, then 10 assist the child in mental computations.
    • Spatial Patterns
      • Main messages:
      • Spatial patterns are used to develop strategies for structuring numbers to 10 and eventually 20.
      • Facile use of partitions and combination to 5, then 10 and then 20 assist the child in mental computations.
      • (Demo)
    • Multiplication and Division
      • Main messages:
      • Initial ideas of multiplication are linked to combining a number of groups, each of which contain an equal number of items.
      • Initial ideas of division are linked to sharing a collection of items into equal groups.
      • Developing the idea of an abstract composite unit is fundamental for learning multiplication and division.
    • Training
    • Initial Professional Development
      • Overview and theoretical basis of Maths Recovery
      • Aspects of progressions
      • Class assessment – Explanation of tasks and administration
      • Observing children solving task - reflect
      • Details of school task.
    • School Task
      • ½ day out of class.
      • Try out assessment. Video It!
      • Reflect
      • Work with another teacher?
    • Follow-up Workshop Components
      • Evaluate ½ day in school
      • Assessment analysis
      • Class profile to guide active learning
      • Teaching exemplars – sharing good practice
      • Classroom management
    • Pilot
      • Two approaches
      • Have to! – cluster approach
      • Want to – school approach
    • Support
      • Drop in sessions
      • 15 Maths Recovery teachers supporting training class teachers
      • 26 Maths Recovery Teachers supporting schools
      • Maths Recovery blog (Beginning)
      • Active Learning Sessions – AiFL
      • Maths Recovery training
    • So what are we beginning to see in these schools?
    • Children talking as they learn
    • Children learning in a variety of ways
    • Children confidently working at their level of understanding
    • Teacher recognising and building on stages of development
    • Moving towards the abstract is gradual
    • Children self-check Satisfied learners
    • Confident teaching
    • Confident learning
    • Introducing symbols when the time is right.
    • Challenging Thinking
      • Formative Assessment (AiFL)
      • How
      • “ Why?”
      • “ How did you know?”
      • “ Prove it!”
      • “ Prove it another way!”
      • “ What if…?”
    • “ Can we have Maths Recovery training, please?”
    • So where are we now?
      • 1 Accredited MR Trainer
      • 26 Maths Recovery Teachers
      • 15 Maths Recovery Teachers are supporting training
      • We have around 20/35 schools with MR input (Over 70 Teachers)
    • The future
      • All teaching staff have initial CPD in Maths Recovery
      • Learning assistant CPD in Maths Recovery techniques
      • Maths Recovery coordinators for each cluster (PGCE Maths Recovery)
      • Maths Recovery Assessment and Teaching available as CPD modules
      • Fully accredited Maths Recovery Teachers in every school
    • East Lothian – Bigger Picture
      • Maths Recovery Council
      • Scottish Network of Maths Recovery Teachers
      • Maths Recovery Cluster Coordinator Meetings (Monthly)
      • East Lothian Maths Recovery Blog
      • Cluster drop-in sessions
      • Planned inter-cluster CPD
    • Mhairi Stratton [email_address]