questioning, adapting the language to the style required for the different topics, is still something I feel I should be reflecting and working on. Getting students to clarify their thinking: ‘Could you expand on that?’, ‘Why do you say that?’ Challenging students about their assumptions: ‘Does that always happen?’, ‘Why do you think that application applies here?’, ‘Is this always the case?’ Encourage students to find evidence as a basis for argument/proof: ‘What are the reasons behind your answer?’ ‘Why do you say that?’. Using this type of questioning in the future will allow me as a teacher to support students to link prior knowledge with new problems, invite students to make connections, generalise and, therefore, be actively involved in the construction of their knowledge and bridging the gap between concrete, pictorial and abstract representations of mathematical problems. Reading ➢ Algebraic Thinking: Generalizations, Patterns & Functions Van De Walle, Karp & Bay-Williams ➢ Studies of algebraic thinking, John Mason Draft, August 2006 ➢ Generalisation on NRICH: Mastering Mathematics: the Challenge of Generalising and Proof By Jennie Pennant and Liz Woodham ➢ Learning through patterns: a powerful approach to algebraic thinking Isabel Vale and Isabel Cabrita, University of Aveiro, Portugal ➢ A journey in algebraic thinking, Cathy Seeley, NCTM President 2004-2006, NCTM News Bulletin, September 2004, USA https://www.nctm.org/News-and-Calendar/Messages-from-the-President/Archive/Cathy-Seeley/A-Journey-inAlgebraic-Thinking/ ➢ Mason, J., Burton, L. and Stacey, K. (2011) Thinking Mathematically, Pearson Education. ➢ 2000-2007 EdTech Leaders Online (http://www.edtechleaders.org), EDC, Inc.
Hazel Walker - How can we overcome the Grade 6 Barrier in Maths? Student progress in GCSE Maths at CEC has improved significantly over the last few years but we have not been able to move students from a grade 5 to a grade 6 in the same way that we have been able to move them from grade 6 to 7 or grade 3 to 4. A grade 5 is available on both Higher and Foundation tiers so grade 6 is by its very nature a different hurdle to overcome. Grade distribution at CEC Summer 2019
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On a short-term basis, the target students for us to focus on are those in set 3 at KS4. As teachers, we have the growth mindset and high aspirations for our students to know that they are all capable of taking the Higher paper and working towards a grade 6, but as yet we are not bringing all the student with us. As Director of Learning, I am focusing on raising attainment of all students by reforming the key stage 3 curriculum starting with year 7. As a teacher, I am focusing on my year 10 set 3 class. 40
