Mathematics
Babcock Mathematics Research Talks
This series of online mathematics research talks focusses on small-scale research projects of interest to teachers and all involved in mathematics education.
The next Research Talk will be announced soon.
Book your FREE place via our online shop.
Take a look at previous Research Talk Sessions
Primary Maths (termly) Subject Leader Meetings for individuals ANNUAL SUBSCRIPTION
A chance to network with colleagues and hear the latest curriculum advice. Attendance at termly half-day subject leader network meetings (three meetings across the year – one place per package).
Maths Hub Professional Development Opportunities for Primary Teachers and Early Career Teachers
Specialist Knowledge for Teaching Mathematics Programmes
Places are available on these maths hub programmes which are being run by both the Jurassic and CODE Maths hubs; schools are encouraged to apply for more than one place where practical and appropriate. The programmes for the Jurassic Maths Hub are being led by members of the Babcock LDP maths team; Ruth Trundley leading the programme for teachers and Stefanie Burke leading the programme for early career teachers. Each programme will run online. Download these pdfs for details and how to apply: Primary Teachers, Primary Early Career Teachers
The Jurassic Maths Hub is also looking for teachers and schools interested in participating in Research and Innovation Work Groups. More details will be available later this term but to express an interest please use the links below:
Primary Oracy: 2021 /22 Primary Oracy in Mathematics Work Group Application (office.com)
Cognitive Science: 2021/22 Jurassic Maths Cognitive Science within PD design Work Group Application (office.com)
Understanding the characteristics of SEND 2021 /22 Understanding the characteristics of SEND (office.com)
Introduction to the Primary Non-Statutory Guidance Recorded Webinar
The publication of the Mathematics guidance: key stages 1 and 2 shortly before the summer break has provided primary schools and maths subject leaders with a weighty document to consider in the context of their current provision for mathematics. This recorded webinar provides understanding of the context in which the document has been written, clarity around intention, key aspects for schools to consider and ideas for how to begin engaging with the document in order to use it to best inform school practice. We will be delving deeper into the document through our termly subject leader meetings throughout this year, in order to support subject leaders to plan for use of the document with staff in a meaningful way, including considering the potential for different forms of professional development linked to the document (see above)
Understanding Structured Number Lines - Project Report July 2019
This project was set up in response to growing evidence that pupils in England are not developing an understanding of the structured number line and that this has implications with regard to understanding mathematics across several domains of the national curriculum including those related to calculation. The project focussed on the following research questions:
- What are the key elements to understanding number lines as representations of the number system?
- Which activities help support this understanding?
- What is the impact of understanding number lines?
The phase 1 report is now available and has implications for teaching children across the primary age range; teachers working in EYFS to Y6 were included in the first phase of the project.
M-cubed supports the learning of multiplication facts with understanding, using different representations (symbols, language, contexts and images) to focus on structure and connections. Understanding structure and connections is key to developing fluency and to knowing how to use known facts to solve problems. Knowing and understanding mathematical facts and how to use them is part of being a mathematician.
With the multiplication tables check becoming statutory in England from 2020, there is a pressure on teachers to ensure children know multiplication facts. Children also need to understand these facts if they are to be useful when solving problems and developing further multiplicative reasoning: M-cubed is designed to provide opportunities to build known facts with understanding.
Download the flyer for more information
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 online shop.
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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