Beruflich Dokumente
Kultur Dokumente
Robert McCallum
PT Maths Carrick Academy
Numeracy Development Officer South Ayrshire Council
Aims
Parent/teacher
‘Don’t worry, obviously you don’t have a maths brain.
You are better suited to ………’
Pupil
‘I know I achieved an A last year but I think I will
Feel better going for a B at Higher.’
21-30 You lean toward thinking that your maths ability does not change much.
You prefer not to make mistakes if you can help it and you also don’t
really like to put in a lot of work. You may think that learning should be
easy, it makes you feel uncomfortable when other people answer
questions quickly.
31-40 You have not really decided for sure whether you can change your ability
to learn maths. You care about how well you do and you want to learn,
but you don’t really want to work too hard for it. Sometimes it may
seem that other people have it easy when it comes to learning new
maths concepts.
41-50 You believe that your intelligence and maths ability is something that you
can increase. You care about learning and you are willing to work hard to
learn new, complex ideas. You want to do well, but you think it is more
important to learn than to always score well.
51-60 You really feel sure that you can increase your ability to do maths by
learning and you like a challenge. You believe that the best way to learn
is to work hard and you don’t mind making mistakes while you do it. You
might try all different kinds of strategies to solve difficult problems and
you don’t give up easily.
What is the difference between fixed and growth mindsets?
http://www.trinitytsa.co.uk/wp-content/uploads/2016/07/Growth-Mindset-Animation.mp4
https://www.youcubed.org/four-boosting-math-messages-from-jo-and-her-students/
Day 1 - Mindset
Key Messages
• Many pupils’, parents and even teachers believe that some people have an innate ability
in maths and that people who are good at maths have ‘maths brains’.
There is also a firmly held view that speed and fact recall are the making
of a good mathematician. This has led to a huge problem with maths anxiety in pupils.
Dweck, Boaler (2015)
How to develop Mathematical Mindsets
I give up
I’ll
try some strategies I
have learned.
Change your Words
Change your Mindset.
I’ll
never be as smart as
them.
I made a mistake.
‘I can’t do maths’
The power of Yet.
Fixed Mindset
Recognising and Celebrating Growth Mindset
Celebrating progress in assemblies, names and pictures
of pupils in classrooms and corridors.
www.youcubed.org
www.midsetkit.org
http://www.glowmathshub.com/
http://whiterosemathshub.co.uk/maths-everyone-can/
nrich.maths.org
http://www.mathematicsmastery.org/
Perfect example of growth mindsets
johntomsett.com/2016/09/06/thi…
Number Talks and Mathematical Mindsets
A classroom conversation around a purposefully crafted computation
problem that is solved mentally.
The problems in a number talk are designed to elicit specific strategies that
focus on number relationships and number theory.
Pupils are provided with problems in either a whole class, or small group,
setting and are expected to mentally solve them accurately, efficiently and
flexibly.
Pupils share and defend their solutions and strategies in a safe
environment, they have the opportunity to collectively reason about
numbers while building connections to key conceptual ideas in maths.
Mistakes are regarded as opportunities to learn.
It is a stand-alone activity.
Conducted in five to fifteen minutes.
What is a Number Talk?
Number Talks Hand Signals
Make
thinking
visible!
Interventions Number Talks
Rekenreks
Using Rekenreks
http://www.ictgames.com/brilliant_beadstring_with_colour.html
Dot Images
1
Tens Frames
• Pupils are enjoying number talks and have said they like
trying to use different ways to answer the question and
getting the chance to explain how they do it.