Game-based, self-directed learning is turning out to be a real inspiration for students who are behind in Maths. Christine Edge-Sayer shows how her school is using it to build a strong skills base for reluctant or challenged learners.
Algebra is not often a concept we often think of for KS1 pupils, but Alison Parish has found that laying some foundations early on can make a big difference. In the first of this two-part series, she outlines some great ways of using the Grid Algebra software to help pupils in year 1 and 2 develop their numeracy skills.
Using elements of play, independent and self-directed learning, all within a game-based framework, Bebington High has found a way to inspire students who are behind in maths. Christine Edge-Sayer shows how her school has successfully engaged and supported their most reluctant students.
Creativity is at the heart of mathematical practice, with models, images and symbols providing a foundation for solving problems, building empathy and considering others’ points of view. Josh Lury offers some tactics for approaching maths problems while deepening creativity.
Alexandra Riley reports on some new research, highlighting five key ways for school leaders to make maths work for both children and teachers.
In our ongoing series discussing the new national curriculum, our maths expert, Barbara Miller highlights some of the changes to the Key Stage 1 maths curriculum for the Number strands.
In ECJ 6.2 we introduced you to some of the brilliant work being done in Turkey to help students develop numeracy skills. Professor Hakan Sari, Hatice Gokdag, Tugba Pursun and Dr Seyda Sari revisit this topic, highlighting the results of a new study on effective numeracy development in special schools.
Finding opportunities for interactions within the classroom is crucial for empowering students to take ownership of their learning and gain deeper conceptual understanding. Continuing on from their previous article in CTL (Cultivating a Culture of Thinking), teachers Jeff Watson and Roger Winn continue to share how the ‘Cultures of Thinking’ model is changing their Maths and Science classrooms.
Bringing Zombies, Harry Potter and Disney fairy tales into the classroom is a great way of sparking imagination and allowing children to find meaning in STEM activities. Edward Kang and Amy Schwartzbach-Kang share how their work is inspiring children to love learning about science and maths.
Cultural forces exist in all classrooms that can be leveraged to develop a culture of thinking. Jeff Watson and Roger Winn demonstrate how to harness these forces to develop students’ thinking skills in secondary Maths and Chemistry classrooms.
Mathematics can be anxiety-producing for many children and adults. Why are so many students resistant to maths learning? Deborah Peart offers strategies for a student-centred approach that helps students take ownership of their learning.
Challenging students to think deeply and make connections is not always easy, but can pay dividends in the long run. Julie McGrane and David Leat show how Thinking Skills can be employed in an innovative, cross-curriculum approach.
In our ongoing series discussing the new national curriculum, our maths expert, Barbara Miller highlights some of the changes to the Key Stage 3 maths curriculum for the strands of Number, Algebra and Ratio, Proportion and Rates of change.
Lavinia Willis and Crispin Evans are part of the team behind the latest DfE-approved maths mastery textbook, Power Maths Key Stage 1. Here they provide 10 key strategies to help you foster healthy growth mindsets in your classroom and ensure every child can become a master of maths.
Schools are moving away from IT to computer science, which can be daunting for many teachers. Assistant Principal Daniel Sydes discusses the benefits of this move and how to handle its challenges.
Putting students in the frame of mind to overcome the challenges that come with learning maths can go a long way in getting them to stick with it. Alexandra Fitzsimmons and Sarah Punshon explain their innovative approach to getting students primed for maths success.
Creating thoughtful, articulate and knowledgeable students is at the heart of a new initiative to balance out the more narrowly focused A Level curriculum. Head Teacher Roland Martin outlines his Free Minds programme.
Why is it going wrong for some young people? Lainy Russell believes that maths taken out of context just seems pointless and abstract. Telling them why its relevant in their lives can lead to a big leap in understanding and motivation.