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Breaking Math Barriers: Supporting Student Success

Explore the main barriers to learning math and discover strategies to help students overcome them. Address the fear factor, enhance skills, and adjust expectations for effective intervention. Recommended resources available. Proportionality examples and key messages included.

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Breaking Math Barriers: Supporting Student Success

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  1. Sarah Whyandwy@king-ed.suffolk.sch.uk What are the main barriers to learning in Maths and how can we help pupils to overcome them?

  2. The fear factor Sarah Whyand wy@king-ed.suffolk.sch.uk

  3. Q. 16 x 25

  4. Solve: • 2x - 5 = 14

  5. 3 4 5 8 Q. What is the mean?

  6. Q. a² x a³ = a?

  7. Q. Increase 60 by 20%

  8. Q. 0.3 x 0.2

  9. Q. -2 - - 5

  10. Now calculate angle b 61° b

  11. Q. 16 x 25 Ans. 400

  12. Ans. 18

  13. Solve: • 2x - 5 = 14 Ans. X = 9.5

  14. 3 4 5 8 Q. What is the mean? Ans. 5 (Total =20 then divide by the number of values)

  15. Q. a² x a³ = a? Ans. a5

  16. Q. Increase 60 by 20% Ans. 72

  17. Q. 0.3 x 0.2 Ans. 0.06

  18. (If you got you could still divide top and bottom by 3)

  19. Q. -2 - - 5 Ans. 3

  20. Now calculate angle b 61° b Ans. 151°

  21. Expectations

  22. Changing the structure

  23. Intervention

  24. Recommended resources

  25. Recommended Resources • www.mymaths.co.uk • MathsWatch CD • www.kangaroomaths.com • MEP – resources Exeter University • 10-4-10

  26. Diagnostic questions

  27. Skills reminders

  28. Proportionality

  29. Proportionality • 240 students in a survey • Asked what do they drink most often at break • 30 said coffee • What angle is this on a pie chart? • What percentage is this?

  30. Proportionality • A car is travelling at 100mph • How far do I go in 3 hours? • What time will it take me to go 70 miles? • If I halved my speed to 50mph how long would it take me?

  31. Proportionality

  32. Proportionality 5 miles : 8 kilometers

  33. D to C skillsvA to A* skills

  34. C Grade in Mathematics • Skills and formulae to learn • Confidence • Commit pen to paper • Proportionality

  35. A* Grade in Mathematics • Skills and formulae to learn • Confidence • Adaptablity • Transferability • Algebraic manipulation

  36. What are the main barriers to learning in Maths and how can we help pupils to overcome them?

  37. Key Messages • Work with individuals and genuinely unpick their misconceptions • Don’t just focus on the “C” grade skills – their misunderstandings are often at a more fundamentallevel – 80% of the questions on the exam are below C grade • Get students confident to “have a go”– the number-phobicbut hardworking students often don’t put pen to paper for fear of it being wrong

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