Leadership

Maths Mastery – Is It Just Another Fad?

With government backing to the tune of £49 million Maths Mastery has stormed into our education system promising great things. But what is the evidence? What even does it mean? John Dabell takes a look at a strange phenomenon.

In his finger-poking and thought-provoking book ‘How to survive and succeed as a Headteacher’, Kevin Harcombe asks us to press the pause button and think carefully about jumping on trendy bandwagons. He says,

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      string(377) "... traditional teaching techniques. In this article, we look at how employing gamification with SEND students has helped to motivate children and increase their confidence in maths, a subject which many had previously considered a subject they ‘just couldn’t do’… Shaping Exceptional Futures Bebington High School is a specialist sports ..."
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      string(5698) "Gamification or ‘game-based learning’ put simply, means using elements of play to help children learn. This can include point-scoring, competing against other pupils, rules and rewards for success. While hardly a new concept, the constant evolution of the online world means that game-based learning is taking on new and increasingly innovative approaches to help engage pupils in learning. In many cases, online, game-based resources are used to engage often reluctant learners with topics or subjects they may struggle to learn through more traditional teaching techniques. In this article, we look at how employing gamification with SEND students has helped to motivate children and increase their confidence in maths, a subject which many had previously considered a subject they ‘just couldn’t do’… Shaping Exceptional Futures Bebington High School is a specialist sports college based in Wirral in North West England. The school’s vision is to ‘shape exceptional futures’, which it achieves through the values represented in sport: leadership, perseverance, fair play, teamwork and loyalty. The school encourages all within its community, including parents, to gain leadership and coaching awards, opening up further opportunities for students, and it prides itself on its position in the community. As the only non-faith and non-grammar school in the area, Bebington High has a high proportion of pupils qualifying for free school meals, in addition to several EAL and SEND students.Motivating for Maths ExcellenceAs Assistant SENCO and Head of Resourced-Base Provision at Bebington High, I was keen to find a solution that would help engage students with moderate learning difficulties to be more motivated in their maths learning. We already had an additional literacy programme in place to work alongside the English curriculum and we wanted to replicate its success with our maths programme.  One of the main challenges we face with our students is a lack of confidence in their maths abilities. Many of them become trapped in the fixed mindset of not being able to ‘do maths’, often due to not having mastered the fundamental concepts earlier in their school careers. This leads to a subsequent lack of motivation and difficulty engaging them in trying to improve. Another challenge was in finding a solution which would allow us to set work at an emergent level, but with an interface which didn’t immediately alert students to the fact they were working at a lower level—and risk knocking their confidence further. We also wanted the solution to be learner-led so students could take charge of their own development.Meeting the ChallengesWe began using Mathletics, an online game-based resource, in June 2018 to reinforce knowledge from maths lessons, ensuring that key concepts were deeply embedded and students had adequate opportunities to practise the methods they’d been taught during class. Using a game-based resource allows us to repeat activities and view results in real-time, which is hugely useful for engaging reluctant learners. Mathletics is a curriculum-mapped, adaptive learning solution for KS1–3. Computer algorithms within the software orchestrate the interaction with the learner and deliver customised resources to meet the needs of each child. This enables them to progress at their own pace and take ownership of their learning. Pupils can also visually track their progress—a function that empowers users to feel confident and motivated to think critically, make choices, seek help when required and reflect on their own learning.From a teaching point of view, having an online resource which is fully learner-led allows us to start some students on the online resource while delivering further teaching or one-on-one guidance to students still struggling with basic concepts. The software is highly personalised, which helps us to deliver differentiated learning to all our students with the handy placement quiz ensuring they start at the correct level. As the resource is reward-based, we really find all our students from year 7–11 enjoy using it. Not only are they motivated when using the software, but they work hard to get their set work done so that they can choose to go on Live Mathletics, the 60-second mental maths game. Strengthening Concepts and ConfidenceSince introducing the individualised, game-based learning, we have seen a huge improvement in students’ maths, particularly with the strengthening of mental methods. It has also helped increase students’ motivation to learn. Even those who are more difficult to engage enjoy the IT-based sessions where they’re able to learn through playing on an engaging interface. Personally, I have noticed an increased confidence in maths lessons as I deliver these across the year groups in our department. As Mathletics is highly personalised, it enables me to set work appropriate to their ability without alerting them to the fact they’re working at a level below the national standard. This allows them to improve their understanding of basic concepts and set off on the correct path to more advanced mathematics. From a teaching point of view, the resource allows me to set work and view students’ progress to see if they understand the concept fully when working independently. Topics are clearly broken down, making it quick and easy to set work and saving valuable time on planning and marking.What’s next?One of the areas we’re keen to develop is to increase parents’"
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Creative Teaching & Learning

Motivating for Maths Mastery

8 Jul 2019

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      string(350) "... become. In short, everyone can do maths!A growth mindset needs to be actively nurtured and developed. The methods used when teaching for mastery in maths focus on the same dispositions we use with a ‘growth’ mindset. Here are some key strategies for fostering healthy growth mindsets in your maths ..."
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      string(5805) "Global research and good practice consistently delivers the same message: learning is greatly affected by what learners perceive they can or cannot do. What’s more, it is also shaped by what their parents, carers and teachers perceive they can do. Mindset – the thinking that determines our beliefs and behaviours – therefore has a fundamental impact on teaching and learning.Mastery methods in maths focus on the distinction between ‘fixed’ and ‘growth’ mindsets1. Those with a fixed mindset believe that their basic qualities (e.g. intelligence, talent and ability to learn) are pre-wired or fixed traits: ‘If you have a talent for maths, you’ll succeed at it. If not, too bad!’. By contrast, those with a growth mindset believe that hard work, effort and commitment drive success and that ‘smart’ is not something you are or are not, but something you become. In short, everyone can do maths!A growth mindset needs to be actively nurtured and developed. The methods used when teaching for mastery in maths focus on the same dispositions we use with a ‘growth’ mindset. Here are some key strategies for fostering healthy growth mindsets in your maths classroom.1. Remember that mistakes are GREATIt’s important to see mistakes as opportunities for learning. When presenting maths problems to a class, you could suggest incorrect answers as well as correct ones. You can then use these as opportunities to discuss children’s reasoning and encourage them to explain to each other what they think and why they think it. At its peak, in a growth mindset maths classroom, children love getting answers wrong as it’s an opportunity to learn and discuss. Mistakes are valuable opportunities to re-think and understand more deeply. Learning is richer when children and teachers alike focus on spotting and sharing mistakes as well as solutions. Encourage children to spot their own mistakes and the mistakes of others, discuss them and find a solution together.2. Use the right languageThe language we use around learners has a profound effect on their mindsets. Make a habit of using growth phrases, such as, ‘Everyone can!’, ‘Mistakes can help you learn’ and ‘Just try for a little longer’. The king of them all is just one little word, ‘yet’… I can’t solve this…yet!’ Encourage parents and carers to use the right language too and celebrate children’s efforts and not the results. When children talk purposefully together about maths, barriers of fear and anxiety are broken down. Children should be encouraged to use full sentences when reasoning, explaining or discussing maths and key vocabulary should be used precisely. Don’t feel you need to dilute language for children – most children will embrace the challenge of learning new maths words. 3. There is no one right answer or representationTry to choose tasks where maths is shown in different ways and there is no one right representation or answer. This is often called variation and is a key feature of intelligent practice. For instance, don’t always show a quantity as apples – it could be people, shapes, things on the table or images on the whiteboard. It’s also important to show that there are many ways of getting to an answer in maths and while some may be more efficient ways than others, it’s critical that children see and understand each others’ methods and learn from one another. 4. Make growth mindset relevant to children’s interests You could draw on pupils’ role models and interests when trying to convey the importance of ‘mindset’ in learning. For example, why not explain how musicians, sports personalities or actors have succeeded by working hard, practising and not just relying on being naturally gifted or talented. You can then explain how this mindset can be applied to the maths classroom and when solving maths problems. Talk about your learning preferences as a class, reinforcing how together you have the skills to tackle any problem. 5. Be a growth mindset role model yourselfIt can be helpful for pupils to understand that their teachers find things difficult at times too. Don’t be afraid to get things wrong – show pupils how you might have to try hard to succeed and allow them to help you find a solution. Exploring maths together in this way could be reflected in the way you currently structure your maths lessons. Do lessons give all children the opportunity to access the same tasks and achieve the same learning goals? Low-threshold, high-ceiling tasks are great for getting all children working together and using growth mindset can help you model successful strategies.6. Show that struggle brings successDo you celebrate when a pupil has got to an answer through struggle? Make sure you are rewarding such efforts as it encourages others to persevere when they are struggling too.  Creating opportunities for success through a step by small step approach enables children to enjoy the experience of accomplishment. It can be best to avoid ability grouping and encourage every child to answer questions and explain or demonstrate their methods to others. Praise is a great motivator, and by focusing on praising effort and learning rather than success, children will be more willing to try harder, take risks and persist for longer. 7. Don’t just give it lip-serviceIt’s very easy to have a growth mindset display or to hold a one-off assembly on how to use a growth mindset, but how do you make it deeper? How do you make is consistent? How do you give"
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Growth Mindset

Ten Tips For Using A Growth Mindset In Maths

2 Jul 2018

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      string(358) "... students will learn procedures and algorithms when it is developmentally appropriate. Embrace your role as the expert and share what research shows about the ‘new maths’. Consider hosting a maths night or find times to invite parents into the classroom to experience mathematics, rather than having them just hear about ..."
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      string(5160) "need to be taught how to do it well, it is so valuable for students to give honest and helpful feedback to their classmates. Much like many other classroom routines and expectations, children can be instructed on how to provide relevant feedback to others. Students can also be taught how to receive feedback with grace and an open mind. This can sometimes provide another opportunity for students to learn how to express themselves more clearly. There are often positive interactions that come out of this type of sharing. When done well, children look forward to both giving and receiving feedback. The added bonus is that the understanding continues to be reinforced when challenged or confirmed. This type of sharing benefits even the students who are simply reading the comments of others, when given the chance to discuss the outcomes. Children need opportunities to explore, discover and interact with others. Presenting problems that require collaboration can quickly become a class favourite. Having the opportunity to bounce ideas off others and learn the value of teamwork will elevate the learning experience for everyone. There are not only maths lessons, but life lessons involved with these tasks. Students learn that it is important to respect the ideas of others, speak up with confidence and express differing ideas respectfully. When a student understands a concept well enough to explain it to others, they are well on their way to mastery. Learning through discovery is much more interesting and exciting because students tend to be more invested when they feel empowered. They begin to recognise the types of learners they are and become self-advocates if given the chance. ‘It’s time for maths.’ What would make a student smile when they hear these words? One thing is if they know they are members of a learning community that celebrates all types of learners and embraces creativity. Children would smile if they had positive experiences, where their voices were heard and they were given the space they need to learn in the way that best suits them. Mathematics would make children smile if they were introduced to the beauty of the subject, the patterns and connections to the world in which they live. They would smile if they were having fun. So, where does a teacher begin?Check your attitude around mathematics. Teachers set the tone for the class. If you have a negative attitude or lack enthusiasm, it’s hard to convince students that it’s going to be a rewarding experience. Growth mindset isn’t only for the kids. Try new things and find new ways to look at mathematics. Make it your mission to pay attention to the maths all around you and adjust your perspective, so you can find the beauty in it.Educate yourself and connect with other eager learners. Mathematics is changing, so educators need to stretch themselves to learn new ways of thinking. Many educators use social media to share best practices and creative ideas for teaching mathematics. There are also online courses, great books and wonderful webinars. Take a few deep breaths and just go for it. It is an adventure worth taking!Educate parents about how children learn best. Sometimes mathematics homework can be scary for parents. It’s not easy to admit that you don’t understand your seven year old’s maths homework. It does not look like the maths we knew once upon a time. Thank goodness! Help parents see the benefits of conceptual understanding and assure them that students will learn procedures and algorithms when it is developmentally appropriate. Embrace your role as the expert and share what research shows about the ‘new maths’. Consider hosting a maths night or find times to invite parents into the classroom to experience mathematics, rather than having them just hear about it. Also consider videotaping their children in action as they are solving problems and having a great time doing it. Encourage students to work hard at mathematics. Establish a community that celebrates hard work more than speed and correct answers. Help students see the beauty in learning from mistakes. Remind them often that all brains were designed to do maths and that we are all ‘Maths People’. Allow talking, partner work and collaboration. Mathematics is not a subject meant to be done in isolation. It is through engaging conversations that some of the richest learning transpires. Inspire all students to consider paths that include higher level mathematics because they are more than capable if they are willing to put in the work. Find ways to make mathematics classes enjoyable and engaging. Be creative, borrow ideas from other creative people and find ways to get kids moving. Have fun teaching this magical subject. And don’t forget to smile.Deborah Peart is a primary school teacher at an independent school in Atlanta, Georgia. She has a passion for teaching and learning, so she continues to expand her skill set in order to bring authentic learning experiences to children. "
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Creative Teaching & Learning

Maths That Make You Smile

10 Oct 2018

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e-Learning Update issue 62"
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      string(5642) "e-learning UPDATE www.teachingtimes.comREMIXING THE                TEXTBOOKWe’re all familiar with textbook learning, and much has been said about therole that the venerable textbook plays in the best performing countries suchas Singapore and South Korea. But in the age of instant software updates andthe rapid transfer of information online, can textbooks still be king or are theybecoming as obsolete as many think? Gary Bryant, from ITSI, examines thetraditional textbook, the resources and methods being used to replace it.The position of the textbook in education is very much in question. Technology has become a mainstay in mostclassrooms, and the pressure to keep up with the developments of devices and the needs of students in the21st Century has meant that teachers have actively pursued digital means of teaching. This is an understandabletrend, especially in the UK, where there is an increasing focus on digital skills in industry and a thriving edtechmarket.Helping teachers with today’stechnologyAn ICT Update Publicationwww.teachingtimes.come-learningUPDATENovember 2017This month’sFEATURESe-learning UPDATE www.teachingtimes.comHowever, this is not to say that the seemingly “traditional” textbook has become obsolete in education. There is areason why jurisdictions like Shanghai and Finland are performing so well in the international benchmarks suchas PISA, and there is definitely a correlation between their use of textbooks in lessons, and the progress of theirstudents. This fact has even led to some publishers looking to translate Chinese textbooks directly into English,in order to bring their precise mode of teaching and practicing ‘mastery’ into British classrooms. Without a doubt,the textbook is the most comprehensive source of knowledge when it comes to a subject, with all the theoriesand examples needed to both teach and learn a topic. However, they do come with a number of potentialpitfalls.Outdated and outmoded?The main problem when it comes to textbooks is the timeliness of their content. For certain subjects, such asscience, politics and business, the material in these resources must be updated regularly in order to ensure thatstudents have the most suitable and appropriate examples for that subject, as they will undoubtedly changeover time. Other disciplines, like maths, geography and literature may not have the same pressure for updatedcontent, but nevertheless, there may be more recent contextual examples to benefit the learner which requirean update to the material, meaning that schools have to spend a great deal on replacing books.Another issue to take into account is the way in which these resources are used. Students will often have atextbook that they have to keep clean for the next class to use them, meaning that the corresponding notes thestudent takes are often left floating around in their exercise books, completely untethered to the original sourcematerial. This makes the consolidation of learning very difficult, and even more so when it comes to revising forexams, as information is left incoherent and without context to refer to. Even the most organised students willstruggle with this on occasion, as there simply isn’t enough time to copy whole sections of textbooks duringlessons.However, despite the drive for more technological resources in classrooms to bring them into the 21st Century,the argument to replace textbooks with entirely digital resources is also met with a number of key concerns:A digital distractionThe main point that is always brought up when it comes to technology in the classroom is its propensityto encourage distraction. Young people today have a seemingly natural affinity for technology, and theircapabilities mean that they are able to access a vast range of content through apps and the internet. The mainbenefit often plugged for the use of edtech is in the power it has to inspire learners and get them immersedwithin the lesson content, whether that’s through online activities, research or games. However, while thisfreedom to explore and engage with a topic can be incredibly beneficial, there is the danger that students willlose sight of the activity at hand.This also highlights another problem in that teachers don’t often have the same level of experience withtechnology, and as such, they find it more difficult to keep tabs on what’s being done using devices in theclassroom, or how to effectively leverage the technology to their advantage. This means that a number ofteachers will opt to avoid using digital resources in favour of more traditional means. Something that has beenreported quite frequently around edtech is that schools will make huge investments into technology, only fortheir teachers to be confused or intimidated by new systems or devices, meaning that they just don’t get used.However, despite these concerns, the use of technology in the classroom is essential for the 21st Century, This month’sFEATURESe-learning UPDATE www.teachingtimes.comsimply because students need to have this exposure to digital resources and the internet in various situations toprepare them for the working world; most of today’s jobs require some form of technical expertise. But how canwe strike a balance between the traditional and the technological?Combining the elementsThe answer may seem simple, but ebooks are an incredible tool when it comes to learning. While many will thinkof recreational reading on a Kindle, the reality is that digital formats provide a robust and flexible platform whichopens up a variety of new opportunities."
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Digital Learning

Remixing The Textbook

16 Nov 2017

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