The MA is an accredited NCETM mathematics CPD provider.
12 October 2019
The Mathematical Association in cooperation with Bucks, Berks and Oxon Maths Hub will hold the 8th Annual Primary Professional Development Day on Saturday, 12th October 2019 at Wycombe High School, High Wycombe, Buckinghamshire.
Ems became the NRICH Director in 2015, following her previous role leading one of the country's largest Mathematics Specialist Teacher Programmes. Ems has taught mathematics across the key stages, from Early Years to A Level Further Mathematics, and has worked in a variety of settings including a hospital school. Her previous roles include supporting schools as a Leading Mathematics Teacher, local authority consultant and as a Chartered Mathematics Teacher. Ems has taught mathematics education on both BEd and PGCE teacher programmes. Ems is currently working on her PhD thesis which addresses how we can improve support for pupils learning calculation skills.
As primary school teachers, we are incredibly lucky to work with inquisitive young learners day-in, day-out. Asking questions, investigating their ideas and experimenting are surely essential skills to nurture with young mathematicians? Sadly, the evidence reveals that their levels of curiosity decreases as they progress through their primary schooling. How can we address this issue? At NRICH, we have been exploring ways to nurture curiosity in the primary classroom. We have trialled our new resources in a number of schools, collected feedback from the teachers and interviewed their pupils. In this opening plenary I will share our findings (some of them might surprise you!) and I'll suggest ways that we have researched which might encourage your learners to become 'curiouser and curiouser’.
Katie Crozier and Claire Gerard (jointly), Ems Lord, Ruth Bull, Kate Frood, Ray Huntley, Bernie Westacott, Laurie Jacques.
Embedding curiosity in the classroom: In this very practical session, which follows up my earlier keynote talk, we'll get to explore more of the activities that the NRICH team has been developing to address the scarcity of curious learners in our classrooms. Be prepared to exercise your mathematical muscles by exploring our latest rich tasks and reflecting on ways to embed them in your classroom.
Using curiosity to enhance reasoning and problem-solving: Some of the best learning is triggered by curiosity and the need to answer the question 'What if...?' In this session, participants will explore several classroom-ready activities which lend themselves to triggering curiosity. The hands-on problems will provide rich opportunities for reasoning and problem-solving strategies to be enhanced, and enjoyed!
Raising the Game: Kate will share learning from a year-long research project in 2018-19 using maths games as an early intervention and, critically, to develop reasoning. The project ran across 8 schools and involved professional development for a lead teacher and teaching assistant. The impact, both on fluency and on developing the pupils’ (staff and parents’!) confidence and enjoyment in maths, was fantastic. This will be a very interactive and fun session centered on playing many of the games!
Stimulating Curiosity in the Primary Classroom: Ooh that’s interesting! How does that work? Will that always happen? Why does that happen? This workshop will share some starting points to spark learners’ curiosity. Participants will have the opportunity to explore problems ‘new and old’ which will prompt questions in the primary classroom. Ideas shared will be easily implemented and adapted across the primary age range to promote mathematical thinking and problem solving.
Manipulatives: Children (and adults) love solving puzzles. You will work through puzzles and problems, many of which can be adapted to engage pupils right across the EYFS and Primary age range. In solving these puzzles, pupils will be engaging with many of the field axioms that underpin mathematics (although these may not be explicitly taught when working with pupils) and will develop key problem-solving heuristics. This will be a hands-on session emphasising the role of manipulatives and other representations.
Curiosity, Creativity, Confidence and Competence: This session is for us to explore how these four C’s can contribute to the ’what’ and ‘how’ of generic approaches that enhance reasoning and generality. We will do this by working together on some practical, problem-solving activities. As with any journey of exploration there are likely to be unexpected moments and surprises along the way. The activities will be mainly KS2 and the generic approaches should apply to learners of all ages.
Developing Deep Conceptual Understanding of Number in the Early Years: What does a child think of when you say 6? In this workshop, we will explore the counting principles and the use of subitising, representations and structures to support children in the Early Years to develop a deep conceptual understanding of number. We will share some practical ideas from recent Cambridgeshire Early Years Work Groups, which have had a significant impact on the learning of our young children.
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