1. It's 8pm - #UKEdChat this evening is exploring Getting it Right with Maths.
12 questions coming up (see https://t.co/18LCqw77Hc)
Answer with A1., A2., A3. etc, and please remember to include the #UKEdChat tag https://t.co/pp3Se3upVk
    It's 8pm - #UKEdChat this evening is exploring Getting it Right with Maths. 12 questions coming up (see  https://buff.ly/2z65HqD ) Answer with A1., A2., A3. etc, and please remember to include the #UKEdChat tag pic.twitter.com/pp3Se3upVk
  2. @ukedchat A1: Boring, regimented, extremely didactic in the teaching methods. Not something I look back on fondly. #ukedchat
  3. @mssshw Do you think that was the common view amongst your peers? #UKEdChat
  4. @UKEdSch I bounced between sets, which was actually quite unsettling #UKEdChat - Too good for one set, and struggled in the next on up :-/
  5. #UKEdChat - Q2
Who are the most notable, inspiring and helpful mathematics teachers on Twitter who help you with ideas, resources or strategies?
(Remember to include A2 & the #UKEdChat tag in your response) https://t.co/t5Ml23IxhT
    #UKEdChat - Q2 Who are the most notable, inspiring and helpful mathematics teachers on Twitter who help you with ideas, resources or strategies? (Remember to include A2 & the #UKEdChat tag in your response) pic.twitter.com/t5Ml23IxhT
  6. @ukedchat A1 uninspiring and not supportive of those finding the Maths a challenge #UKEdChat
  7. @SharonTisotalk Did that have an impact on how you ended up teaching, in the end? #UKEdChat
  8. @ukedchat It certainly makes me aware of the important of ensuring students in my classes are in the 'struggle' zone rather than the 'panic' zone...
  9. #UKEdChat - Q3 - 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?
(Remember to include A3 & the #UKEdChat tag in your response) https://t.co/3Nj0mH81Xe
    #UKEdChat - Q3 - 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? (Remember to include A3 & the #UKEdChat tag in your response) pic.twitter.com/3Nj0mH81Xe
  10. @UKEdSch A3. #UKEdChat It needs to start young, and teachers need to show that maths is given a more positive light than what pupils may experience at home.
  11. @ukedchat Maths was my favourite subject. Loved the problem solving aspect teacher was amazing. Mrs Scarborough.
  12. Q3. Totally understand concerns/lack of firm EEF evidence surrounding growth mindset but I sometimes think it might have helped me rethink my attitude to maths at school i.e. not intrinsically bad at it, just need new strategies #UKEDCHAT
  13. #UKEdChat - Q4.  
In relation to Q3, how does grouping/setting pupils into similar levels help or hinder mathematical ability do you think?
(Remember to include A4 & the #UKEdChat tag in your response) https://t.co/c5u1Uw8zX0
    #UKEdChat - Q4. In relation to Q3, how does grouping/setting pupils into similar levels help or hinder mathematical ability do you think? (Remember to include A4 & the #UKEdChat tag in your response) pic.twitter.com/c5u1Uw8zX0
  14. @UKEdSch Primary sch = spmg books which I flew thru. Secondary sch = top set. Felt happy until a levels #ukedchat
  15. @UKEdSch A4. #UKEdChat Mixed feelings about this. As a teacher, I can see the value of grouping pupils together for ease of handing out tasks. But, the collaborative and supportive nature of pupils can help others achieve a lot more.
  16. #UKEdChat - Q5  
How is it possible to inform and update parents on mathematical methods and understanding, so that they can also support their children?
(Remember to include A5 & the #UKEdChat tag in your response) https://t.co/Fi6jBnhjFU
    #UKEdChat - Q5 How is it possible to inform and update parents on mathematical methods and understanding, so that they can also support their children? (Remember to include A5 & the #UKEdChat tag in your response) pic.twitter.com/Fi6jBnhjFU
  17. @UKEdSch A3 I think you start by praising effort and resilience. You teach them the knowledge and skills. The two elements create a positive attitude #ukedchat
  18. @ukedchat #UKEdChat we run Maths parties where the children teach their families the concepts we’ve been learning in class. Parents then take a party bag home full of maths games 🎈
  19. @UKEdSch A4 moved to mixed ability learning partners 4 yrs ago and now I see chn with lower prior attainment helping a partner who had middle prior attainment. Chn have time to talk maths and explain reasoning. Good skills for all chn to develop #ukedchat
  20. @ukedchat A5: Run a PACT workshop! Get them involved, get them into the school, get them learning with the kids. Make it fun, make it relevant and make it matter. #ukedchat
  21. #UKEdChat - Q6  
What role can #edtech technology have in supporting the development and learning processes within mathematics?
(Remember to include A6. & the #UKEdChat tag in your response) https://t.co/HYbQDjshiv
    #UKEdChat - Q6 What role can #edtech technology have in supporting the development and learning processes within mathematics? (Remember to include A6. & the #UKEdChat tag in your response) pic.twitter.com/HYbQDjshiv
  22. @mssshw Do you manage this as the pupils are older? Or is the take-up aimed at pupils of younger pupils? #UKEdChat
  23. @UnioByHarness @UKEdSch For the first time in maths I didn't do well. When I asked why about some distribution. I was told not to question why and to learn it. I like knowing why!I retook my a level elsewhere did much better. I love maths but as many say the teacher makes a massive difference #ukedchat
  24. @ukedchat Primary pupils of all ages - it works so well in my placement school and has had an amazing response from the parents. It's really helping to form an even better community surrounding the school. #ukedchat
  25. @digicoled @UKEdSch I think it gets rid of low expectations of chn who maybe below age related expectations. #ukedchat
  26. @ukedchat A6 #UKEdChat I suspect the evolution of #edtech will become more prominent in the near future, with the use of AI helping and progressing teaching & learning
  27. #UKEdChat - Q7.  
How can we support students who are academically good at mathematics, but struggle with reading and understanding test/exam questions?
(Remember to include A7 & the #UKEdChat tag in your response) https://t.co/rNPMUvgt3P
    #UKEdChat - Q7. How can we support students who are academically good at mathematics, but struggle with reading and understanding test/exam questions? (Remember to include A7 & the #UKEdChat tag in your response) pic.twitter.com/rNPMUvgt3P
  28. @ukedchat A7 #UKEdChat This is a real issue for the pupils I work with. They have the ability, but access and understanding the question/s can really hold them back. Having questions read out to them is not always allowed or possible.
  29. @UKEdSch A5 Workshops where parents work with their chn, sch website with videos or info about mental and written methods used and home learning where a clear example is provided so parents can help their child #ukedchat
  30. @ukedchat That’s a key one with some of our pupils who fly with numbers but speak 2 languages. The word problems add a massive reasoning barrier. When they hear it in lessons they grasp it better. In tests they can drop marks.
  31. @ukedchat A7 That’s a key one with some of our pupils who fly with numbers but speak 2 languages. The word problems add a massive reasoning barrier. When they hear it in lessons they grasp it better. In tests they can drop marks.
  32. @lyphorm #UKEdChat - Have you found any solution to this, or is it just an extra barrier that pupils need to overcome?
  33. #UKEdChat - Q8.  
Similarly, how do you plan to support gifted, or high-achievers in mathematics?
(Remember to include A8. & the #UKEdChat tag in your response) https://t.co/Gbrwpho7Kk
    #UKEdChat - Q8. Similarly, how do you plan to support gifted, or high-achievers in mathematics? (Remember to include A8. & the #UKEdChat tag in your response) pic.twitter.com/Gbrwpho7Kk
  34. @ukedchat One of the issues with setting is that, for some pupils, the priority is the 'set' they are in rather than the learning taking place. Sets can also result in harmful comparisons & a fear of moving to another class. #ukedchat
  35. @keran77 @UKEdSch That's great you were able to re-take it and get past the experience. Interesting to think about what a difference the new teacher/environment made for you. #ukedchat
  36. #ukedchat Another huge issue is that if they have well qualified staff they cannot cope with this as they do not like anyone to be better feel threatened and that is sad and stiffles progression not only of students but staff relationships etc
  37. Couldn’t agree more #UKEdChat Yet, so many school persist with setting. Primaries and secondaries. Easier for teachers, I assume?  https://twitter.com/lcatherine91/status/931259650397401088 
  38. A6 it helps when it encourages focus and longer/higher engagement. #UKEdChat
  39. @ukedchat The scary thing, initially, is when you realise that they are achieving better than your own ability, but I love the challenge of learning and solving problems with G&T pupils #UKEdChat It’s great to see how their minds work.
  40. @UnioByHarness @UKEdSch Yes as a teacher if a child asks me why I try to answer them. If I don't know why I admit I don't know. My new teachers kept asking why are you retaking maths because they could see that I had the ability to pass with a good grade. #ukedchat
  41. #ukedchat I feel sorry for the students SEND and the rest at FE because their education suffers due to lack of support and interest.
  42. #UKEdChat - Q9.  
What are the best strategies, in your experience, for improving mathematical confidence and ability in students?
(Remember to include A9. & the #UKEdChat tag in your response) https://t.co/rqra8aWtxI
    #UKEdChat - Q9. What are the best strategies, in your experience, for improving mathematical confidence and ability in students? (Remember to include A9. & the #UKEdChat tag in your response) pic.twitter.com/rqra8aWtxI
  43. @UKEdSch A7 develop their reading skills alongside the maths,help them with unpicking what a question is actually asking, use visual representations to make sense of them #ukedchat
  44. @ukedchat A9. #UKEdChat Any games or activities that involve ‘play’ and the students don’t necessarily realise that they “are doing maths (or numeracy)”, but they are still learning and enhancing skills.
  45. @ukedchat Perhaps some teachers believe it is easier, but we should still be differentiating our approaches for all pupils. A set class doesn't mean the pupils are all the same with the same needs. #ukedchat
  46. @UKEdSch Q9 #ukedchat lots of manipulatives lots of talk lots of problems to hook interest
  47. @UKEdSch A8 By avoiding giving more of the same instead challenges that meet the same learning intention but require more thought or deeper reasoning skills. #ukedchat
  48. #UKEdChat - Q10.  
How can you support (or identify) pupils who appear to have a dyscalculia situation? What steps can teachers take to help them?
(Remember to include A10. & the #UKEdChat tag in your response) https://t.co/xjM6YoEuu8
    #UKEdChat - Q10. How can you support (or identify) pupils who appear to have a dyscalculia situation? What steps can teachers take to help them? (Remember to include A10. & the #UKEdChat tag in your response) pic.twitter.com/xjM6YoEuu8
  49. @ukedchat I misunderstood situation indeed #UKEdChat Q10 Dyscalculia can really knock confidence in individuals.
  50. @lcatherine91 @ukedchat Imo setting for maths has to stop. There are so many disadvantages- once in a set chn tend to stay there- and no advantages - only v limited for higher achievers
  51. @ukedchat Recognising it as an issue and practising early. Teaching key vocab and skills of spotting key numbers. Last year the words like ‘narrower’ and ‘combined height’ showed that they expect a level of comprehension along with the maths concepts.
  52. #UKEdChat - Q11.  
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?
(Remember to include A11. & the #UKEdChat tag in your response) https://t.co/t7QLi07GZP
    #UKEdChat - Q11. 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? (Remember to include A11. & the #UKEdChat tag in your response) pic.twitter.com/t7QLi07GZP
  53. @cadenp01 @ukedchat I can't speak for all pupils but, from personal experience, I remember I hated being in set classes because of the fear of being moved around.
  54. @ukedchat A1: a group of 3 of us taught ourselves because we were ahead of the class and teacher couldn’t cater for us. So we sat in the corridor every lesson and taught ourselves. We all achieved an A*
  55. @UKEdSch A9 Lots of practical resources from strips of paper and a paperclip for estimating numbers on a line to dienes and beadstrings! Chn talking maths seems to increase confidence through sharing ideas #ukedchat
  56. @ukedchat A11 I love teaching algebra - students struggle with statistics, especially averages from various charts #UKEdchat
  57. #ukedchat A11 Love to teach algebra and fractions and then at the same time pupils struggle to understand fraction and decimals - even with pictorial help #mathsproblems #mathsisfun
  58. @UKEdSch A 10 research best strategies for meeting the needs of a child with dyscslculia and adapt to suit the individual child. Where possible seek expert advice #ukedchat
  59. @ukedchat A9 meta cognitive strategies - model your process explicitly. Tell them they can do it, and praise their small successes #UKEdchat
  60. #UKEdChat - Q12.  
Resource sharing time – what resources do you use, and find the most helpful – when teaching numeracy/mathematics?
(Remember to include A12. & the #UKEdChat tag in your response) https://t.co/KmP6xIWcht
    #UKEdChat - Q12. Resource sharing time – what resources do you use, and find the most helpful – when teaching numeracy/mathematics? (Remember to include A12. & the #UKEdChat tag in your response) pic.twitter.com/KmP6xIWcht
  61. @ukedchat A7 using remedial reading strategies with worded maths questions - part of meta cognitive literacy strategy #UKEdChat
  62. @ukedchat A11 I love teaching all areas of maths. Used to struggle with teaching fractions but through trying different practical ideas I've become comfortable with them! #ukedchat
  63. @helenjwc @ukedchat @lcatherine91 Why is technology not being used to deliver more personalised learning experiences? This is the only way to deliver maths education that allows everyone to progress. #ukedchat
  64. @UKEdSch A12 strips of paper & paperclips, a counting stick, Dienes, beadstrings, bundles of straws, fraction strips made by children by folding strips of paper, geooards, spinners, dice, number lines, different types of hundred squares. ... #ukedchat
  65. @ukedchat There are so many to list but if you are not using @NumeracyNinjas then you are missing out
  66. It's 9pm - Huge thanks for all contributions during the #UKEdChat Getting it Right: Maths chat session this evening. Explore the archive soon via https://t.co/2KxwByMcEq https://t.co/Ifr4GJS4wv
    It's 9pm - Huge thanks for all contributions during the #UKEdChat Getting it Right: Maths chat session this evening. Explore the archive soon via  https://ukedchat.com/2017/11/15/gettingitright-maths/  pic.twitter.com/Ifr4GJS4wv
  67. @helenjwc @ukedchat @lcatherine91 Non personalised learning doesn't seem to have a great track record. ;) #ukedchat
  68. @ukedchat A11 Without a doubt our Maths Mission lessons which are child led and promote resilience and collaboration. They also involve concrete resources for all ages, love using #numicon to reinforce ideas.
  69. @ukedchat 35-60% improvements in understanding of maths concepts achieved by artificially intelligent maths recommendations to students. @ThisIsCentury
  70. @ukedchat using the diagram to predict topics, writing down any questions about the question, analysing what I don’t know, summarising and checking the answer. It’s very teacher led to start with as you model this but eventually students take part in the process alone
  71. @helenjwc @_LeonBrown @ukedchat I think all pupils in pri & sec would benefit from differentiated questioning, pace and scaffolded support. We often do things in lessons to suit our pace & risk leaving some behind? #ukedchat
  72. @ukedchat It’s explicitly teaching skills that good mathematicians have to those that need more guidance
  73. @lcatherine91 @helenjwc @ukedchat Exactly. You can get away with that for subjects like history where failing to understand the Victorians has no impact on learning about Egyptians. Maths requires full understanding of each concept to learn what comes next.