Guangling Road Primary School Shanghai Over 1000 pupils Average class size of 40 Children mixed ability but narrow range of general abilities Strong basic mental maths skills from early age Daily maths homework ID: 612916
Download Presentation The PPT/PDF document "Maths Exchange Project" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Maths Exchange ProjectGuangling Road Primary School, Shanghai
Over 1000 pupils
Average class size of 40
Children mixed ability but narrow range of general abilities
Strong basic mental maths skills from early age
Daily maths homework
Maths specialist teachersSlide2
Bourn Primary Academy, Cambridgeshire
Just over 200 pupils
Single year group classes
Average class size 29
Weekly maths homework
Mixed mental maths abilities
Broad range of abilities in generalNon maths specialist teachersSlide3
Buzz Words
Mastery, fluency, variation, representation, intelligent practiceFactural –
what I knowProcedural –how I can find it
Conceptual
-
why it works
We try to incorporate all of these elements into the children’s learning of maths.Slide4
Key Concepts in Shanghai Approach - Planning
Start simple –
identify the key learning conceptSmall sequential steps - identify the logical steps of progression
Understand what prior learning is required -
m
ake sure there are firm foundations
Identify difficulty points - critical point is preparing how to address misconceptionsSlide5
Key Strategies in Shanghai Approach – Teaching and Learning
Multiple representations – See it, make it, do it, say it and repeat…..
Accurate mathematical vocabulary - for all childrenSlide6
Many representationsSlide7
Accurate vocabulary – children sharing ideas with precise language.Slide8
Key Strategies in Shanghai Approach- Mastery
Depth of learning not acceleration -
aim to deepen level of understanding by challenging conceptionsVariation & Intelligent practice - select numbers, exercises, tasks carefully so relationships or concepts are made apparent by changing only one thing.
Slide9
Variation – Changing only one thing.
4x1040 x 10400 x 1040 x 100
0.4 x10 Slide10
Procedural variation
Slide11
Conceptual variation - Revealing and reinforcing relationships between different areas.Slide12
Spotting patterns – making connections.Slide13
Key Strategies in Shanghai Approach – Facilitating all abilities
No differentiation –
All pupils are expected to achieve. Mixed ability whole class teaching – differentiation can mean careful questioning to support or extend.
Extra time to develop understanding.
Experience wider variety of contexts to deepen understanding.
Rapid intervention
Slide14
Starting points – differentiation by numbers
Finding tenths of
m
ultiples of ten.
Finding tenths of single digits.Slide15
Developing understanding – more effective teaching
Concrete
Iconic
Symbolic
We have learned not to make assumptions about our ‘most able’ or ‘lowest attaining’ children. Slide16
Feedback and Intervention
We aim to give prompt feedback.Peer to peerShared examples and whole class discussionIndependent markingTeacher discussion
Assessment questions at end of session Intervention is a.s.a.p.Slide17
Intervention – identify where more practice is required. Slide18
Prompt feedback is essential along with intervention
Supporting less confident pupils: More pictorial representationsUse of equipment to manipulate
Carefully selected numbers or key concept to work onMore time to experience, practise and develop.Slide19
Differentiation – high attainers
Aim not to move on ahead of class – deepen learning and experiencesOptions for all to extend in workEnsure understanding has no gaps before moving on – don’t assumeSlide20
Developing understanding – going deeper.Slide21
Challenging understandingSlide22
Impact on maths in my school
Improved teacher confidence and subject knowledge
Time spent on topics has slowed to allow deeper, effective study
Wider range modelling and representations by teachers and pupils
Mixed ability teaching and more pupil collaboration