#UKEdChat Session 380 – Thursday 16th November 2017
Confidence in maths varies from person to person, and that includes teachers, students, parents or leaders. Much of this confidence – or lack of – is established early on in life, depending on the environmental influences and perceptions surrounding those critical years.
Some mathematical confidence can grow as children develop, but the mental challenges and complexity of numeric problems can be taxing. Explaining and scaffolding mathematical ability is an art-form within itself, so teachers need to be able to confidently, and supportively help students become proficient in mathematics, as good qualifications in the subject are so important to future job application processes.
Following a closely fought UKEdChat Online poll, this online discussion will explore strategies, resources and ideas that can support getting it right in mathematics, covering each school phase. The session will ask the following questions:
- How would you reflect upon your experience of being a pupil in mathematics lessons when you were growing up?
- Who are the most notable, inspiring and helpful mathematics teachers on Twitter who help you with ideas, resources or strategies?
- A positive self-perception of mathematical ability is vital, so how can school encourage and support pupils build a positive attitude when dealing with numeric problems?
- In relation to Q2, how does grouping/setting pupils into similar levels help or hinder mathematical ability do you think?
- How is it possible to inform and update parents on mathematical methods and understanding, so that they can also support their children?
- What role can technology have in supporting the development and learning processes within mathematics?
- How can we support students who are academically good at mathematics, but struggle with reading and understanding test/exam questions?
- Similarly, how do you plan to support gifted, or high-achievers in mathematics?
- What are the best strategies, in your experience, for improving mathematical confidence and ability in students?
- How can you support (or identify) pupils who appear to have a dyscalculia situation? What steps can teachers take to help them?
- As a teacher, which aspect of mathematics do you most enjoy teaching students about AND which aspects do you struggle getting your pupils to understand?
- Resource sharing time – what resources do you use, and find the most helpful – when teaching numeracy/mathematics?
We welcome your responses to these questions via the comments form at the foot of this page, but if you are able to join the live conversation you will be most welcome posting your comments during the #UKEdChat Twitter hashtag from 8pm on Thursday evening.
Click to view archive: 380-Getting it right Maths