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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
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.
Learning objectives, expected outcomes and small steps of progression
When planning a unit of maths using a mastery approach, the learning objectives are a key starting point. Teachers begin with a set of objectives, with many teachers then using statements of expected outcomes to determine the learning that has taken place. I also like to use small steps of progression alongside these. I am going to take a look at the purpose of each of them, to make the most of these linked aspects at the start of the planning process.
Tracking maths progress and identifying gaps
I was sent this query from a teacher a few days ago: I am sure you have been asked this many times, but we were just wondering if you have any plans to release documents to assist with the return to school in September? We are still unsure as to whether we should continue with the plans and plug gaps where needed, start where we left off in March, or push certain areas (such as number) first before moving on. Any advice or guidance from yourselves would be really appreciated.
Exploring fractions on a grid
The topic of fractions can be one of the most challenging to teach and learn in primary schools with many hidden misconceptions ready to take hold as children dig deeper into the idea of rational numbers. It is a topic that children need to have time to explore and think about, using a variety of representations to help make sense of it. Here is a simple starting point that can be used in Y4-6 as an activity for exploring fractions as quotients, improper fractions, mixed numbers and equivalence.
