Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools Sir Peter Williams June 2008

1. Independent Review of Mathematics Teaching in Early Years Settings and Primary SchoolsSir Peter Williams June 2008 Lisa Cattell School Improvement Manager & Mathematics/ICT Learning, Achievement and School Improvement/Aspire

2. Health and Safety

3. Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools The remit What is the most effective pedagogy of mathematics teaching in primary schools and early years settings … What range of provision best supports children across the full ability range.. …make recommendations to inform the development of early intervention programmes – Every Child Counts … What conceptual and subject knowledge of mathematics should be expected of primary school teachers and early years practitioners and how should ITT and CPD be improved to secure that knowledge What is the most effective design and sequencing of the mathematics curriculum How should parents and families best be helped to support young children’s mathematical development

4. Extract from Sir Peter William’s letter ‘The high standards in mathematics in recent years can be maintained and improved furtheronly by addressing the unique needs of this subject, a discipline which is not always embraced with enthusiasm and confidence.That is why the principle conclusions of the Reviewcentre on the teaching forcerather than the content of the programme of learning in primary school and early years settings. My key recommendation is the presence of aMathematics Specialist in every primary school, who will champion this challenging subject and act as the nucleus for achieving best pedagogical practice.The value of a sound start for early years is also stressed, as arethe vital roles of parents, carers and families.’

5. 10 Recommendations Recommendation 1 – GCSEs - minimum requirement for new GCSE – should it be grade c in both maths i and ii? Emphasis on the problem solving, functionality and mathematical thinking. The assessment of application and problem solving means that candidates need to be given opportunities to decide for themselves how to tackle questions and to choose the mathematics they will use Recommendation 3 – Mathematics Specialist in each primary school, in post within 10 years, with deep mathematical subject knowledge and pedagogical knowledge… Recommendation 8(v) - intervention in mathematics should be complete by end of KS1 and both literacy and mathematics must be given equal priority Recommendation 10 – a renewed focus on ‘oral and mental mathematics’

6. Something to think about You are more likely to become a member of the prison population if you are innumerate rather than if you are illiterate. Why?

7. Quotes ’p.44 para147 ‘Social factors clearly play a role, and the United Kingdom remains one of the very few advanced nations where it is socially acceptable – fashionable, even – to profess an inability to cope with mathematics….. ’p.71 para 259 ‘ It has already been observed in this report that there is a widely accepted ‘can’t do’ attitude to mathematics in England. Those working with parents and children need to be aware of this pervasive negativity and start thinking about how to reverse it. If parents believe they cannot understand mathematics, they have little incentive to act or to persevere in the face of difficulties with their children’s learning, and they are unlikely to pass on a positive attitude. P71 para 260- …. there are 6.8 million adults in England who struggle with numbers. There is a clear link between parents with low-level skills and their children’s under-attainment in mathematics – and a risk therefore of perpetuating a cycle of low achievement. We hear adults say – ‘I hate maths.’ Are they as open in saying – ‘I hate reading’? Why is one socially acceptable and the other not?

8. Quotes p.4 second column ‘Two issues only are singled out:the need for increased focus on the‘use and application’of mathematics and on the vitally important question ofclassroom discussionin mathematics. It is often suggested that ‘mathematics itself is a language’ but it must not be overlooked that only byconstructive dialoguein the classroom can logic and reasoning be fully developed – the factors at the very heart of embedded learning in mathematics. ’p. 65 para ‘Mathematics has a broadly hierarchical structure, but not necessarily (in fact rarely) a linear one. The challenge in planning learning for children is to providethe interlinked ‘bigger picture’as well as the detail, to enable children to recognise how their learning fits together rather than appearing to be piecemeal. Use and application Talk for learning Interlinked ‘big picture’

9. Activity William’s has identified ‘the need for an increased focus on the ‘use and application’ of mathematics and on the vitally important question of classroom discussion in mathematics.’ Read the EPPI Report – Effective Teacher-Pupil Dialogue in Key Stages 2 and 3 Eight possible characteristics of effective teacher-initiated dialogue Consider what you already do and identify at least one characteristic of effective teacher-initiated dialogue that you will develop as a result of reading this research.

10. Quotes ’p.64 para 234 ‘….it was found that 94.5% of all the questions asked by early childhood staff were closed questions that required a recall of fact, experience or expected behaviour, decision between a limited selection of choices or no response at all.Only 5.5% were open ended questionswhich provided for increased encouragement (to speculate and trial and error) and/or potential for sustained , shared thinking/talking.’ (taken from research by Iram Siraj-Blatchford and Laura Manni) Further, in her conclusions she says ‘The 5.5% of open questions that we have identified compares poorly with the 9.9% of open questions used by KS2 teachers in the ORACLE primary school study (Galton et al 1999) which is already disappointingly low. The research therefore shows a clear need for further training and emphasis on these skills’ Open questions Open mathematics How many open questions do you ask?

11. Snowballing Activity Consider open questions – record an example of how an open question could start as a group… Now review the questions you have – which of these could you use to support: • Children who are stuck • Children who are getting started with a piece of work • Making positive interactions to check progress while children are working • The plenary session?

12. Activity Feedback

13. Thank you