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What do teachers think?
I just wanted to say how much I appreciate your website. It is such a great resource and a great help to a not-very-maths confident subject leader. I keep discovering amazing and super helpful gems and wanted to say thank you! Maths Subject Leader, North London I used Broadbent Maths at my previous school. I now have a headship and subscribed to your site (of course!) Headteacher, Northumberland
Points of view - plans and elevations of 3D shapes
In our everyday lives we make a wide-ranging use of diagrams, maps and floor-plans which all assume an ability to interpret plans, elevations and aerial views. Giving children the opportunity to explore plans, side elevations and front elevations of 3D shapes, and represent them in different ways, is a useful step towards developing these skills.
Objectives-led teaching or purposeful experiences?
An article titled 'Using local context as a hook to ignite interest and excitement’ was written a few years ago in the NCETM Primary and Early Years Magazine. I recently re-read it and it made me think about current teaching approaches, based on the curriculum advice we are getting. The curriculum is currently objectives-led, with small steps and assessment goals driving the teaching, rather than it being determined by purposeful experiences. However, the NCETM article, written by a Y6 teacher, emphasised the latter approach.
How do I plan my maths using the Ready-to-progress criteria?
The Department for Education, with the support of the NCETM, produced non-statutory guidance last year to 'help teachers and schools make effective use of the National Curriculum to develop primary school pupils’ mastery of mathematics.' They include Ready-to-progress criteria, but what is the best way of using these? Here are some suggestions to help you use these to enhance your planning and teaching.
Misconceptions in maths - breaking down the problems
An aspect of teaching mathematics that can be very satisfying is spotting the reason why a child has misunderstood some maths and then being able to deal with it quickly so they are put back on the correct path in their learning. This all involves a teacher having a good subject knowledge – an understanding of the curriculum, the small steps of progression, the way a concept or procedure is represented, the connections there are and the best way of interacting with the child.
