Maths Exchange Project - PowerPoint Presentation

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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

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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.

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Variation – Changing only one thing.

4x1040 x 10400 x 1040 x 100

0.4 x10 Slide10

Procedural variation

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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

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Starting points – differentiation by numbers

Finding tenths of

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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