Mathematics
Supporting children to be active and influential participants in mathematics lessons
Supporting children to be active and influential participants in mathematics lessons through effective use of assigning competence and pre-teaching
Following a year-long action research project, funded by Devon County Council, Jurassic Maths Hub and Cornwall and West Devon Maths Hub, this report examines the impact of class teachers pre-teaching and assigning competence to vulnerable children, with the aim of supporting them to be active and influential participants in mathematics lessons.
The impact has been extraordinary. We have had the privilege of witnessing teachers change children’s lives through this project. Children who had no belief in themselves as learners in mathematics now believe in themselves, and are actively involved in their own learning and in the learning of others.
No Nonsense Number Facts
Teaching for Mastery: fluency through reasoning with number facts
No Nonsense Number Facts provides teachers with a coherent programme for supporting fluency in number facts in line with the aims of both the national curriculum and teaching for mastery.
The programme is easy to use, flexible and comprehensive. With plenty of guidance to improve teachers’ own subject knowledge, engaging activities and helpful resources, this pack enables you to implement an effective number facts programme for Years 1 to 6.
Further information can be found here as well as by viewing the two video clips "What is No Nonsense Number Facts?" and "How have your children responded to No Nonsense Number Facts?"
Learning from the ICME international survey on teachers working and learning through collaboration
In order to both support and challenge professionals who lead mathematics developments across the South West, Alison Clark-Wilson was invited to join the South West PD Network meeting, held at Exeter Mathematics School, and engage participants in exploring and furthering their understanding of collaborative working, through a collaborative process. The resulting report will be of interest to all involved in setting up collaborative projects. Read the report here...
CPD Opportunities
We have published our schedule of training opportunities for the next few terms and it will include the following:
- New to KS1: exploring key ideas in mathematics
- New to KS2: exploring key ideas in mathematics
- Mathematics Middle Leaders Programme
- Improving maths results: learning from data
- Improving maths results: ideas for Y6
- Supporting children who struggle with maths
- Supporting children in maths lessons package
- Developing Reasoning Programme
- Maths Subject Leaders meetings
For more information and to book visit our CPD online site: www.babcock-education.co.uk/ldp/cpd - keyword search 'mathematics'
If you would like to run any of the training for your school or a cluster of schools please contact Ruth Trundley via email.
Assessment Resource
Children as evidence: assessing understanding in mathematics by talking to children
Materials to support in-school and cross-school moderation and standardisation for Y1 to Y6
These materials have been produced to support schools with moderation and standardisation.
Supporting Flexible Intervention
The BabcockLDP maths team has produced three training packages , 'From Counting to Calculating', 'Making a Difference' and 'Fair and Equal 'to support flexible intervention and provides training in the intervention programmes Numbers Count, Success at Arithmetic and Talk4Number, all produced by Edge Hill.
Read about our intervention programmes here...
If you would like to run any of the training for your school or a cluster of schools please contact Ruth Trundley via email.
Teaching for Mastery in Mixed-Age Classes
A report from this small-scale action research project is now available, with linked video clips of participating teachers talking about the findings. The research findings have been organised into two sets; the first explores actions which focus on adjusting the structure of lessons in order to cater for a mixed-age class and the second outlines aspects of teaching for mastery which have a particular part to play in supporting teaching for mastery in mixed-age classes.
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