Recommended
Recommended
More Related Content
What's hot
What's hot (19)
Viewers also liked
Similar to Success in Maths for every child: the impact of Mathematics Mastery at Jubilee Primary School - Chloe Wardle
Similar to Success in Maths for every child: the impact of Mathematics Mastery at Jubilee Primary School - Chloe Wardle (20)
More from Challenge Partners
More from Challenge Partners (20)
Recently uploaded
Recently uploaded (20)
Success in Maths for every child: the impact of Mathematics Mastery at Jubilee Primary School - Chloe Wardle
- 1. Success in maths for every child: the impact of Mathematics Mastery at Jubilee Primary School Challenge Partners Summer conference 9th July 2013
- 2. Jubilee Primary school • 32% FSM, 64% EAL and 36% SEN • Raise expectations and attainment in Maths • Improve understanding of mathematical concepts to support problem solving
- 3. Jubilee Primary School and Mathematics Mastery • Overview of the Maths Mastery programme • The impact of Maths Mastery at Jubilee
- 4. Birmingham (6) Suffolk (3) London (70) Portsmouth (1) Essex (1) Slough (1) Primary Schools implementing Mathematics Mastery Kent (5) Norfolk (1) 2012-2013 30 Primary schools (7 secondary schools) 2013-2014 88 Primary schools (40 secondary schools)
- 6. Transforming Achievement Together Mastery for all Problem solving at the heart Conceptual understanding Language and communication Mathematical thinking Conceptual understanding Mathematical problem solving
- 7. Maths Mastery is not a scheme of work It provides planning resources which teachers need to adapt for the needs of their class.
- 8. Key lesson features • Mastering mathematical understanding • Mastering mathematical thinking • Mastering mathematical language
- 9. Mastering mathematical understanding Every concept, lesson or unit follows the Concrete-Pictorial-Abstract approach Concrete- The DOING stage • A child is first introduced to an idea or a skill by acting it out with real objects. This is a 'hands on' component using real objects and it is the foundation for conceptual understanding. Pictorial-The SEEING stage • A child has sufficiently understood the hands-on experiences performed and can now relate them to representations, such as a diagram or picture of the problem. Abstract – The SYMBOLIC stage • A child is now capable of representing problems by using mathematical notation, for example: 12 ÷ 2 = 6
- 11. Concrete-Pictorial-Abstract Let’s look it in action!
- 12. Key lesson features • Mastering mathematical thinking How can the following question be turned from closed to open to get pupils thinking? 12 + 5 =
- 13. Mastering mathematical thinking Let’s look at it in action!
- 14. Key lesson features Mastering mathematical language
- 16. Mastering mathematical language Let’s look at it in action!
- 17. Mathematics Mastery: the impact at Jubilee • Teachers’ understanding and knowledge • Children’s understanding and knowledge • Raising attainment • Spreading good practice through the school
- 18. Transforming Teachers’ Understanding Online toolkit: Regional cluster groups • Task banks for every lesson • Blogs and shared experiences • Videos and students’ work • School visits • Collaborative planning In school development days • Observations • Action planning • Extra resources to support us
- 19. How has teaching Maths Mastery impacted on your understanding and knowledge? The CPA approach is very effective. The programme has really highlighted the value of using concrete resources to me. I have fallen in love with number beads and Diennes! I think all the pictures provided within the flipcharts and on activity sheets are brilliant for explaining and consolidating the children's understanding of place value
- 20. Children’s understanding and knowledge • Knowledge of key number facts • Place Value
- 23. Raising attainment • Spruce Class APS difference: 4.12 • Pine Class APS difference: 5.38 Year group began below national expectations and are now in-line. Ready to soar in Year 2!
- 24. Sharing good practice through the school • CPA • Renewed focus on problem solving • Language for thinking
Editor's Notes
- Chloe Wardle – Maths AST in Hackney and Maths Leader at Jubilee Primary SchoolMaths Mastery programme as implemented at my school.
- Attainment in Maths is, as at many schools, behind that of Literacy. We have struggled to improve children’s problem solving skills for a number of years. Quite apart from children’s comprehension skills holding them back, we find that one of the main stumbling blocks is a weak understanding of key mathematical concepts leading to difficulties unpicking even quite simple problems and further difficulties in using calculation strategies accurately to solve them. We have been searching for solutions to these problems and are beginning to find them in the Maths Mastery programme which we have implemented in Year 1 this year.
- Going to give you an overview of the MM programme before telling you about the impact it has had at Jubilee.
- Mathematics Mastery is a programme developed by ARK schools. Mathematics Mastery pioneer year (2012-2013) saw 30 primary schools implement the programme , 9 ARK primary schools and 21 primaries from outside the network. This number will expand to over 100 schools in September 2013 (88 Primaries, 40 secondaries). Jubilee were a pioneer school, implementing the programme in year 1, expanding to all of KS1 next year.
- MM believe that all children can achieve in maths. Looking at other countries internationally, there are 26 which outperform the UK. What can we learn from the curriculums of these countries that we can incorporate with the best practise of UK schools? MM has researched these curriculums and has incorporated relevant elements into their programme.MM looked at the curriculum from Singapore since it was most closely aligned to NC. Took structure of the curriculum rather than classroom practice: order of topics encouraged cumulative learning (referring back and building on previous learning); spending time particular topics in order to embed learning supported depth of understanding.
- Mastery for all: high expectations for everyone; scoffolding learning to support that all children to achieve at age expectationsAt the heart of the programme is developing problem solving skills. This is done through lots of language opportunities, developing thinking and questioning skills and using concrete and pictorial representations to deepen conceptual understanding – place value comes first!
- The programme is not a scheme of work. It provides planning resources which teachers need to adapt to the needs of their class.
- Based on research by psychologist Jerome Bruner. He suggests that there are three steps (or representations) necessary for pupils to develop understanding of a concept. Reinforcement is achieved by going back and forth between these representations.
- First video: making it helps to understand it.Second video: even though it looks obvious, couldn’t have got to this stage without the concrete manipulatives first.Third video: shows links between the three stages.Concrete resources are used to support understanding not just in KS1 but throughout the children’s education and into secondary school.
- Far too often maths is seen by children as a series of closed questions with only one ‘correct’ answer: this limits children’s ability to use Maths as the rich problem solving tool. At Jubilee we wanted to teach in a way that would encourage greater flexbility in children’s Mathematical thinking, making links between different areas of Mathematical understanding. This is one of the core features of the MM lesson.__ + __ = 17__ + __ + __ = 17Open questions generate a range of responses and get children using their mathematical understanding flexibly to solve a problem, making links between different areas of their mathematical understanding.
- Video clip from a MM lesson from a Y1 class at Jubilee shows ch’s answers to the question ‘How can you make 10?’After video: everyone is able to participate at their own level. A range of responses show children’s different levels of understanding– lollypop sticks ensure ch are picked at random.Start video at 1min 45
- Each of the Year 1 units is themed around a fairy tale and each unit comes with a big picture. They are a great stimulus for talk – give lots of opportunities to spot numbers and think of the relationships between them.
- In a MM lesson, complete sentences are a non-negotiable! If I were using this as a talking point with children, I might say:Tell me something about the plates… think of number bonds to 6 (model complete sentences).Ask delegates about the picture. e.g. How many beds are there? Tell me about the beds? Expect full sentences (‘There are 4 beds’, not just ‘4’). Link to number bonds“3 beds have pillows, 1 bed does not”, “2 beds are stripy, 2 beds are spotty”
- For our EAL learners this focus on language has really helped to improve not just their familiarity with and use of Mathematical vocabulary but also their written work by getting children used to always using complete sentences.After the video: you can see the teacher model the sentence structure she expects and the children repeat it.
- Range of training support has helped to develop our teachers’ understanding of Maths pedagogy improving their professional understanding and supporting them to deliver outstanding teaching and learning.
- Quotes from Rosanna and Chris: how has MM impacted on your understanding of the Maths curriculum?
- Ch have had lots of opportunities to consolidate their knowledge of key number facts (esp number bonds to 10) and now know them inside out and upside down. With this key knowledge in place, they can focus on other more complex areas of mathematical learning.The transformation in their understanding of place value has been phenomenal! All our Year 1 children have a secure understanding of tens and ones and are using this to support their calculation work.
- The children have done lots of work with concrete objects. This makes for secure foundations for their understanding of place value. They have developed strategies to record their understanding as visual representations in their books. They have used both concrete objects and visual representations to help them do calculation work – adding and subtracting 10 in the picture above.It is exactly this core understanding that has been lacking in far too many of our children’s mathematical understanding.
- Their secure understanding of place value and robust knowledge of number bonds means that they have been able to move on to learn to add by bridging through 10 much earlier than we would standardly teach!
- Compared to 1.86 and 2.13 in previous year!
- We will be sharing what we have learnt through new whole school initiatives.