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# Session 2 Making Good Progress in Mathematics Calculation - PowerPoint PPT Presentation

Session 2 Making Good Progress in Mathematics Calculation. Objectives. To examine the characteristics of pupils making slow progress in mathematics. To identify and discuss the obstacles to progress in calculation. To consider implications for managing mathematics in school.

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## PowerPoint Slideshow about ' Session 2 Making Good Progress in Mathematics Calculation' - carlos-cannon

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Making Good Progress in Mathematics

Calculation

• To examine the characteristics of pupils making slow progress in mathematics.

• To identify and discuss the obstacles to progress in calculation.

• To consider implications for managing mathematics in school.

• Often girls

• Viewed mathematics as either right or wrong

• Judged how good they were by the number of ticks or crosses

• Didn’t like answering questions – saw this as a risk

• Tended to work on their own – when they worked with others this was to align answers

• Their work was neat

In number and calculation, pupils:

• Have difficulty identifying related facts from known facts.

• Were reluctant to use mental calculation skills.

• Used formal written methods in preference to mental methods as they believed formal methods were better.

• Relied on one fixed method to get a correct answer.

• Lacked images and models to help with visualising mathematics.

Pupils:

• Lacked opportunities for talk during mathematics lessons with their teacher, teaching assistant and peers.

• Experienced a low level of challenge and tended to work within their comfort zone.

• Developed a low appetite for risk-taking

Teachers:

• Some believed that children would be more self-confident if they always got the right answers, but this often led to routine and low-level work.

• Structured and guided opportunities to develop a range of mental calculation strategies.

• Experience of different ways to approach a problem or to do a calculation and to be able to compare their methods and ideas with others.

• Support and modelling from adults to help them to work on more open approaches, to decide how and what to record.

• Children had difficulty finding related facts from known facts.

• Children viewed multiplication facts as unrelated facts they needed to memorise, and found this difficult.

• Sustained teaching and learning of strategies and use of models and images to support

• Frequent use and application of known facts to derive new ones

• Understanding by teacher and pupil of the building blocks which are needed for calculation – e.g., place value, partitioning, structure of the number system

• Frequent revisiting of strategies – discussion and evaluation of effectiveness and efficiency

• 8

• 1917

• 48

• 149

Subtract 50 to make

to make 149

Which

Method..?

197 - 48

• 52 90 7

• __________

• 100 190 197

• 52 + 90 + 7 = 149

Add 2 to 48, to make 50

Then add 50 to make 100.

Then add 90 to make 190.

Then add 7 to get 197.

2+50+90+7 = 149

Take 40 off to make 157

Then 8 off to make 149

67 + 7 +20

154 x 3

2008 – 1996

168 ÷ 4

345 – 257

5.0 – 1.54

• Are formal methods the first resort for children in calculations using larger numbers?

• Do children stop using jottings/number lines once they have been introduced to formal methods?

• Do children make choices about the methods of calculation they use?

• Lesson observations

• Book scrutinies

• Pupil conferences

• Planning

• Teacher audits

• Data analysis

• Every child, unless there is a barrier to cognition and learning, is entitled to reach national expectations or better at the end of each key stage.

• Every child should make good progress through a key stage.

• All children are in a school/setting that enables this to happen.

• Every child has the right to teaching and learning which enables them to reach the national expectations.

• Every child expects and is expected to be involved in the process