This classroom-based research project aims to secure children’s understanding of number so that they are able to calculate without counting.
Alison is a Primary Maths Teaching for Mastery Specialist and NCETM PD Accredited lead. She is a Deputy Headteacher and an experienced Primary Maths subject leader, with MaST qualification. Alison has undertaken Primary Maths research of different educational systems, including working collaboratively with and hosting teachers from Shanghai. Alison has a Masters in Primary Maths Education. She has led various Teaching for Mastery Work Groups for our Maths Hub, including Establishing Mastery, Embedding Mastery, Leson Design and Mastery of Number in Year 1.
Teachers of Year 1 classes in schools interested in a Teaching for Mastery approach.
Professional learning and practice development
Pupil outcomes - It is intended that:
A classroom-based research project to secure children’s understanding of number so that they are able to calculate without counting.
– use ideas from Shanghai practice;
– focus on ‘mastery’ of key number concepts for calculation;
– consider ways to ensure that Year 1 children to achieve fluency and the security in their understanding of key concepts in number, as detailed in the aims of the National Curriculum.
Context for work - developed practice following Shanghai exchange
‘Calculate don’t count!’- How an over reliance on counting strategies can prevent children from becoming efficient when calculating.
Number Sense including subitising - Pre-requisites for making best progress in Year 1. What can teachers do to prepare children. Includes use of models and images, including ten frame, part-part-whole diagram and variety of other appropriate images.
Mastering Partitioning - why should children learn to partition numbers? How can we set this in a context which is meaningful to the children; the importance of systematising partitioning and looking for patterns, linked to learning number facts?
Activities leading to Mastery -‘Intelligent practice’ - what is it, why do we do it, how does it lead to ‘mastery’ of number?
Discussion of gap task - what can teachers do to develop this area of learning in their own classroom?
Review of progress in relation to gap task.
Introduction to doubles - the Shanghai way! Link this to looking for patterns and being systematic.
Introduction to inverse relationships - why should we be teaching this in Y1; an examination of inverse relationships looking at aggregation/ partitioning, augmentation/ reduction structures of addition and subtraction. How do models and images including the number line support the exposure of these relationships? What problems might arise when we use each of the models/images?
Addition using number facts:
This included discussion of contexts (anchor tasks), appropriate models & images, use of language & methods of recording calculations.
Cover costs of up to £200 per day will be paid for teachers in their first two years of teaching. Please indicate where requested on the booking form.