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Guidance to support teachers and providers with the delivery of Functional Skills Maths at Level 1

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Guidance to support teachers and providers with the delivery of Functional Skills Maths at Level 1

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ETF Guide

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This compilation of links was created by a third party and is not updated by me. Happy to be notified of any broken links however.

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Subject content and assessment objectives for GCSE in mathematics.

Applies to England

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This publication sets out the learning outcomes, assessment objectives and content coverage required for GCSE specifications in mathematics.

Ofqual has published guidance on reformed GCSEs, including new arrangements for grading and assessment.

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Subject content and assessment objectives for GCSE in mathematics.

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Video: Dyscalculia Teaching Strategies: What is Dyscalculia?

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Video: Dyscalculia Teaching Strategies: What is Dyscalculia?

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Dyscalculia Teaching Strategies: What is Dyscalculia?

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Exam board content from BBC Bitesize for students in England, Northern Ireland or Wales. Choose the exam specification that matches the one you study.

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Revision Clocks are taking twitter by storm, I have made and completed many with my students over this past year. So below are the ones I've made without snipping questions from old maths GCSE Papers. I have lots with exam questions snipped onto them but I'm not sure about sharing them with copyright laws etc. Answers are provided in the click here option underneath a picture. I am uploading more resources and answers throughout every week in the lead up to exams.

The idea behind revision clocks is that students ether focus on random topics, a category or one specific skill within a set time frame. Usually the time frame is 60 minutes and students need to be able to pace themselves accrodingly through the GCSE style exam questions. Revision clocks are ideal for revision as it is a directed task for students which can include differentiation. It supports the students in needing to get both the basics and the complexities of examination correct. I find it best to allow students 20 minutes silent focus on the clocks, allowing them to really test their knowledge before communicating and getting help of their peers in the class on the questons they may be unsure of.

I hope you find my take on the GCSE revision clocks useful.

Miss B

Number Revision Clocks

Algebra Revision Clocks

Geometry REvision Clocks

Data handling Revision Clocks

Tags: revision, revision clock,

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Revision Clocks are taking twitter by storm, I have made and completed many with my students over this past year. So below are the ones I've made without snipping questions from old maths GCSE Papers. I have lots with exam questions snipped onto them but I'm not sure about sharing them with copyright laws etc.

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Contextualising maths -  MEI Contextualisation Toolkit

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Contextualising maths -  MEI Contextualisation Toolkit

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Registered charity Number 1058911 Copyright © 2023 MEI

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Our Times Tables app is a fantastic way of building a deep understanding of multiplication and division facts.

It draws on variation theory to give multiple representations of multiplication facts, which builds more meaningful connections in pupils' minds and gives a greater chance of the facts becoming embedded in the long-term memory.

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Mathematics tuition for primary, secondary and FE. Home schooling. Math improvement.

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Babies and infants love mathematics. Give babies a set of blocks, and they will build and order them, fascinated by the ways the edges line up. Children will look up at the sky and be delighted by the V formations in which birds fly. Count a set of objects with a young child and then move the objects and count them again, and they will be enchanted by the fact they still have the same number. Ask children to make patterns with colored blocks, and they will work happily making repeating patterns-one of the most mathematical of all acts. Mathematician Keith Devlin has written a range of books showing strong evidence that we are all natural mathematics users and thinkers. ¹ We want to see patterns in the world and to understand the rhythms of the universe. But the joy and fascination young children experience with mathematics are quickly replaced by dread and dislike when they start school mathematics and are introduced to a dry set of methods they think they just have to accept and remember.

In Finland, one of the highest-scoring countries in the world on PISA (Program for International Student Assessment) tests, students do not learn formal mathematics methods until they are 7 years old. In the United States, students start much earlier, and by the time they are 7, they have already been introduced to algorithms for adding, subtracting, multiplying, and dividing numbers, and been made to memorize multiplication facts. For many students, their first experience of math is one of confusion, as the methods do not make sense to them. The inquisitiveness of our children's early years fades away and is replaced by a strong belief that math is all about following instructions and rules.

The best and most important start we can give our students is to encourage them to play with numbers and shapes, thinking about what patterns and ideas they can see. In her autobiography, Sarah Flannery, who won Europe's Young Scientist of the Year Award in 1999 for inventing a new mathematical algorithm, talks about the way she developed her mathematical thinking from working on puzzles at home with her dad, and how these puzzles were more important to her than all of her years of math class. ²

Successful math users have an approach to math as well as mathematical understanding that sets them apart from less successful users. They approach math with the desire to understand it and to think about it, and with the confidence that they can make sense of it. Successful math users search for patterns and relationships and think about connections. They approach math with a mathematical mindset, knowing that math is a subject of growth and that their role is to learn and think about new ideas. We need to instill this mathematical mindset in students from their first experiences of math.

Research has shown definitively the importance of a growth mindset-the belief that intelligence grows and that the more you learn, the more mathematical pathways you develop. But to erase math failure, we need students to have growth beliefs about themselves and accompany them with growth beliefs about the nature of mathematics and their role in relation to it. Children need to see math as a conceptual, growth subject that they should think about and make sense of.

When students see math as a series of short questions, they cannot see the role for their own inner growth and learning. They think that math is a fixed set of methods that either they get or they don't. But when students see math as a broad landscape of unexplored puzzles in which they can wander around, asking questions and thinking about relationships, they understand that their role is thinking, sense making, and growing. When students see mathematics as a set of ideas and relationships, and their role as one of thinking about the ideas and making sense of them, they have a mathematical mindset.

So how do we develop mathematical mindsets in students so that they are willing to approach math with sense making and intuition? Before they start school, the task is straightforward. It means asking children to play with puzzles, shapes, and numbers and think about their relationships.

But in the early years of school, we live in a system whereby students are required, from an early age, to learn many formal mathematical methods, such as those used to add, subtract, divide, and multiply numbers. This is the time when students stray from mathematical mindsets and develop fixed, procedural mindsets. This is the time when it is most critical that teachers and parents introduce mathematics as a flexible conceptual subject that is all about thinking and sense making. The domain of early number work gives us the perfect example of the two mindsets that can develop in students, one that is negative and leads to failure and one that is positive and leads to success.

Number Sense

In an important research study, two British researchers worked with students, ages 7 to 13, who had been nominated by their teachers as being either low, middle, or high achieving. ³ All of the students were given number problems, such as adding or subtracting two numbers. The researchers found an important difference between the low- and high-achieving students. The high-achieving students solved the questions by using what is known as number sense-they interacted with the numbers flexibly and conceptually. The low-achieving students used no number sense and seemed to believe that their role was to recall and use a standard method, even when this was difficult to do.

For example, when students were given a problem such as 21−6, the high-achieving students made the problem easier by changing it to 20−5, but the low-achieving students counted backward, starting at 21 and counting down, which is difficult to do and prone to error. After extensive study of the different strategies that the students used, the researchers concluded that the difference between the high- and low-achieving students was not that the low-achieving students knew less mathematics, but that they were interacting with mathematics differently. Instead of approaching numbers with flexibility and number sense, they seemed to cling to formal procedures they had learned, using them very precisely, not abandoning them even when it made sense to do so. The low achievers did not know less, they just did not use numbers flexibly-probably because they had been set on the wrong pathway, from an early age, of trying to memorize methods and number facts instead of interacting with numbers flexibly. ⁴

The researchers pointed out something else important-the mathematics the low achievers were using was a harder mathematics. It is much easier to subtract 5 from 20 than to start at 21 and count down 6 numbers. Unfortunately for low achievers, they are often identified as struggling with math and therefore given more drill and practice-cementing their beliefs that math success means memorizing methods, not understanding and making sense of situations. They are sent down a damaging pathway that makes them cling to formal procedures, and as a result, they often face a lifetime of difficulty with mathematics.

A mathematical mindset reflects an active approach to mathematics knowledge, in which students see their role as understanding and sense making. Number sense reflects a deep understanding of mathematics, but it comes about through a mathematical mindset that is focused on making sense of numbers and quantities. It is useful to think about the ways number sense is developed in students, not only because number sense is the foundation for all higher-level mathematics ⁵ but also because number sense and mathematical mindsets develop together, and learning about ways to develop one helps the development of the other.

Mathematics is a conceptual domain. It is not, as many people think, a list of facts and methods to be remembered. When students learn to count, they remember order and names for numbers, but they also develop the concept of number; that is, the idea of a number. In the early stages of learning to add numbers, students learn a method called "counting on." Counting on is used when you have two sets of numbers-for example, 15 plus 4-and you learn to count the first set (counting to 15), then continue counting (16, 17, 18, 19). When students learn the method of counting on, they develop the concept of "sum." This is not a method of addition; it is a conceptual idea.

In the next stage of their mathematics work, students may learn to add groups of numbers, such as three groups of 4, and as they learn to add groups, they develop the concept of a product. Again, this is not a method (of multiplication); it is a conceptual idea. The ideas of a number, a sum, and a product are concepts in mathematics that students need to think deeply about. Students should learn methods, such as adding and multiplying, not as ends in themselves but as part of a conceptual understanding of numbers, sums, and products and how they relate to each other.

We know that when we learn mathematics, we engage in a brain process called "compression." When you learn a new area of mathematics that you know nothing about, it takes up a large space in your brain, as you need to think hard about how it works and how the ideas relate to other ideas. But the mathematics you have learned before and know well, such as addition, takes up a small, compact space in your brain. You can use it easily without thinking about it. The process of compression happens because the brain is a highly complex organ with many things to control, and it can focus on only a few uncompressed ideas at any one time. Ideas that are known well are compressed and filed away. William Thurston, a top mathematician who won the Fields Medal, describes compression like this:

Mathematics is amazingly compressible: you may struggle a long time, step by step, to work through the same process or idea from several approaches. But once you really understand it and have the mental perspective to see it as a whole, there is often a tremendous mental compression. You can file it away, recall it quickly and completely when you need it, and use it as just one step in some other mental process. The insight that goes with this compression is one of the real joys of mathematics. ⁶

Many students do not describe mathematics as a "real joy"-in part because they are not engaging in compression. Notably, the brain can only compress concepts; it cannot compress rules and methods. Therefore, students who do not engage in conceptual thinking, and instead approach mathematics as a list of rules to remember, are not engaging in the critical process of compression, so their brain is unable to organize and file away ideas; instead, it struggles to hold onto long lists of methods and rules. This is why it is so important to help students approach mathematics conceptually at all times. Approaching mathematics conceptually is the essence of what I describe as a mathematical mindset.

What about Math Facts?

Many people believe that it is not possible to think conceptually about mathematics all the time because there are lots of math facts (such as 8 x 4 = 32) that have to be memorized. There are some math facts that are good to remember, but students can learn math facts and commit them to memory through conceptual engagement with math. Unfortunately, some teachers and parents think that because some areas of mathematics are factual, such as number facts, they need to be learned through mindless practice and speed drills. It is this approach to early learning about numbers that causes damage to students, makes them think that being successful at math is about recalling facts at speed, and pushes them onto a procedural pathway that works against their development of a mathematical mindset.

Math facts by themselves are a small part of mathematics, and they are best learned through the use of numbers in different ways and situations. Unfortunately, many classrooms focus on math facts in isolation, giving students the impression that math facts are the essence of mathematics, and, even worse, that mastering the fast recall of math facts is what it means to be a strong mathematics student. Both of these ideas are wrong, and it is critical that we remove them from classrooms, as they play a key role in creating math-anxious and disaffected students.

I grew up in a progressive era in England, when primary schools focused on the "whole child," and I was not presented with tables of addition, subtraction, or multiplication facts to memorize in school. I have never committed math facts to memory, although I can quickly produce any math fact, as I have number sense and I have learned good ways to think about number combinations. My lack of memorization has never held me back at any time or place in my life, even though I am a mathematics professor, because I have number sense, which is much more important for students to learn and includes the learning of math facts along with a deep understanding of numbers and the ways they relate to each other.

For about one-third of students, the onset of timed testing is the beginning of math anxiety. ⁷* Cognitive scientist Sian Beilock and her colleagues have studied people's brains through MRI imaging and found that math facts are held in the working memory section of the brain. But when students are stressed, such as when they are answering math questions under time pressure, the working memory is compromised, and students cannot access the math facts they know. ⁸ As students realize they cannot perform well on timed tests, they start to develop anxiety, and their mathematical confidence erodes. The blocking of the working memory and associated anxiety is particularly common among higher-achieving students and girls. Conservative estimates suggest that at least a third of students experience extreme stress related to timed tests, and these are not students from any particular achievement group or economic background. When we put students through this anxiety-provoking experience, we lose students from mathematics.

Math anxiety has now been recorded in students as young as 5, and timed tests are a major cause of this debilitating, often lifelong condition. In my classes at Stanford University, I encounter many undergraduates who have been math traumatized, even though they are among the highest-achieving students in the country. When I ask them what led to their math aversion, many talk about timed tests in second or third grade as a major turning point when they decided that math was not for them. Some of the students, especially women, talk about the need to understand deeply (a very worthwhile goal) and being made to feel that deep understanding was not valued or offered when timed tests became a part of math class. They may have been doing other, more valuable work in their mathematics classes, focusing on sense making and understanding, but timed tests evoke such strong emotions that students can come to believe that being fast with math facts is the essence of mathematics. This is extremely unfortunate.

We see the outcome of the misguided school emphasis on memorization and testing in the numbers of students dropping out of mathematics and in the math crisis we currently face. When my own daughter started times table memorization and testing at age 5, she started to come home and cry about math. This is not the emotion we want students to associate with mathematics, but as long as we keep putting students under pressure to recall facts at speed, we will not erase the widespread anxiety and dislike of mathematics that pervades our schools. ⁹

So what do we do to help students learn math facts if we do not use timed tests? The very best way to encourage the learning of facts and the development of a mathematical mindset is to offer conceptual mathematical activities that help students learn and understand numbers and number facts. Brain researchers studied students learning math facts in two ways. One approach was through strategies; for example, learning 17 x 8 by working out 17 x 10 (170) and subtracting 17 x 2 (34). The other approach was through the memorization of facts (17 x 8 = 136). They found that the two approaches (strategies and memorization) involve two distinct pathways in the brain and that both pathways are perfectly good for lifelong use. Importantly, though, the study also found that those who learned through strategies achieved "superior performance" over those who memorized; they solved test questions at the same speed and showed better transfer to new problems. The brain researchers concluded that automaticity should be reached through the understanding of numerical relations, achieved through thinking about number strategies. ¹⁰

In another important study, researchers found that the most powerful learning occurs when we use different pathways in the brain. ¹¹ The left side of the brain handles factual and technical information; the right side handles visual and spatial information. Researchers found that mathematics learning and performance are optimized when the two sides of the brain are communicating. ¹² Researchers also found that when students were working on arithmetic problems, such as subtraction, the highest achievers were those who exhibited the strongest connections between the two sides of the brain. The implications of this finding are extremely important for mathematics learning, as they tell us that learning the formal abstract mathematics that makes up a lot of the school curriculum is enhanced when students are using visual and intuitive mathematical thinking.

In "Fluency without Fear," a paper published by Youcubed, the research group I lead, we included this evidence and activities that teachers and parents can use to enable the important brain connections. One of the math games we included in the paper became hugely popular after it was released and was tweeted around the world.

The game is called "How Close to 100?" Each student plays with his or her own game sheet, which is a blank 100-square grid (see Figure 1). To begin, the first player rolls two dice, and the numbers that come up are the numbers the student uses to make a rectangular array anywhere on the grid. The goal is to be the first person to fill the 10 x 10 grid. The students also fill in number sentences after each roll. The game ends when one player fills up his or her grid. (Watch a short video of students playing the game here.) In this game, the students are learning number facts, such as 4 x 6, but they are also doing something much more important. They are thinking about the meaning of the number facts and what 4 x 6 represents, visually and spatially.
(click image to expand)
Another game that encourages the same powerful brain connections takes the idea of math cards, which are often used in damaging ways, such as drill and speed "flash cards," and uses them very differently. Our math cards depict numbers in various ways. For example, 9 and 4 can be shown with an area model, sets of objects such as dominoes, and a number sentence (see Figure 2). The aim of the game is to match cards with the same total, shown through different representations, with no time pressure. Teachers lay all the cards down on a table and ask students to take turns picking them. They pick as many as they can with the same total, shown through any representation, and then explain how they know that the different cards are equivalent.
(click image to expand)
This activity again focuses on understanding multiplication, visually and spatially, encouraging brain connections at the same time as rehearsing math facts. The game can also be played with the cards face-down as a memory game to add an extra challenge.

These activities teach number sense and a mathematical mindset and encourage communication between brain pathways. The antithesis of this approach is a focus on rote memorization and speed. The more we emphasize memorization to students, the less willing they become to think about numbers and their relations and to use and develop number sense. ¹³ Some students are not as good at memorizing math facts as others. That is something to be celebrated; it is part of the wonderful diversity of life and people. Imagine how awful it would be if teachers gave tests of math facts and everyone answered them in the same way and at the same speed, as though they were all robots.

In a recent brain study, scientists examined students' brains as they were taught to memorize math facts. They saw that some students memorized them much more easily than others. This will come as no surprise to readers, and many of us would probably assume that those who memorized better were higher-achieving or "more intelligent" students. But the researchers found that the students who memorized more easily were not higher achieving; they did not have what the researchers described as more "math ability," nor did they have higher IQ scores. 14 The only differences the researchers found were in a brain region called the hippocampus, the area of the brain responsible for memorized facts. The hippocampus, like other brain regions, is not fixed and can grow at any time, ¹⁵ but it will always be the case that some students are faster or slower when memorizing, and this has nothing to do with mathematics potential.

In order to learn to be a good English student and to read and understand novels and poetry, students need to have memorized the meanings of many words. But no English student would say or think that learning English is about the fast memorization and recall of words. This is because we learn words by using them in many different situations-talking, reading, and writing. English teachers do not give students hundreds of words to memorize and then test them under timed conditions.

All subjects require the memorization of some facts, but mathematics is the only subject in which students are given frequent timed tests from a young age. Why do we treat mathematics in this way? We have the research evidence that shows students can learn math facts much more powerfully with engaging activities; now is the time to use this evidence and liberate students from mathematics fear.

Jo Boaler is a professor of mathematics education at Stanford University. The author of numerous books and research articles, she is the faculty director of Youcubed. This article is excerpted with permission of the publisher, Jossey-Bass/Wiley, from Mathematical Mindsets: Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching, by Jo Boaler. Copyright (c) 2015 by Jo Boaler. All rights reserved. This book is available wherever books and e-books are sold.

*For more on math anxiety, see " Have Math Anxiety?: Here's How to Not Pass It Down to Your Kid." (back to article)
†A full set of math cards and other free resources are available here. (back to article)

Endnotes

1. See, for example, Keith Devlin, The Math Instinct: Why You're a Mathematical Genius (along with Lobsters, Birds, Cats, and Dogs) (New York: Basic Books, 2006).

2. Sarah Flannery and David Flannery, In Code: A Mathematical Journey (New York: Workman Publishing, 2002).

3. Eddie M. Gray and David O. Tall, "Duality, Ambiguity, and Flexibility: A 'Proceptual' View of Simple Arithmetic," Journal for Research in Mathematics Education 25, no. 2 (1994): 116-140.

4. Jo Boaler, What's Math Got to Do with It?: How Teachers and Parents Can Transform Mathematics Learning and Inspire Success (New York: Penguin Books, 2015).

5. David Feikes and Keith Schwingendorf, "The Importance of Compression in Children's Learning of Mathematics and Teacher's Learning to Teach Mathematics," Mediterranean Journal for Research in Mathematics Education 7, no. 2 (2000).

6. William P. Thurston, "Mathematical Education," Notices of the American Mathematical Society 37, no. 7 (1990): 844-850.

7. Jo Boaler, "Fluency without Fear: Research Evidence on the Best Ways to Learn Math Facts," Youcubed (Stanford, CA: Stanford University, 2014), www.youcubed.org/wp-content/uploads/2015/03/FluencyWithoutFear-2015.pdf.

8. Sian L. Beilock, Choke: What the Secrets of the Brain Reveal about Getting It Right When You Have To (New York: Free Press, 2011).

9. Elena Silva and Taylor White, "Pathways to Improvement: Using Psychological Strategies to Help College Students Master Developmental Math" (Stanford, CA: Carnegie Foundation for the Advancement of Teaching, 2013).

10. Margaret Delazer et al., "Learning by Strategies and Learning by Drill-Evidence from an fMRI Study," NeuroImage 25, no. 3 (April 15, 2005): 839-849.

11. Joonkoo Park and Elizabeth M. Brannon, "Training the Approximate Number System Improves Math Proficiency," Association for Psychological Science (2013): 1-7.

12. Park and Brannon, "Training the Approximate Number System."

13. Boaler, What's Math Got to Do with It?

14. Kaustubh Supekar et al., "Neural Predictors of Individual Differences in Response to Math Tutoring in Primary-Grade School Children," Proceedings of the National Academy of Sciences 110, no. 20 (2013): 8230-8235.

15. A famous illustration of how the hippocampus brain region can grow is illustrated by the London Black Cab study of taxi drivers. For more about this study, see Katherine Woollett and Eleanor A. Maguire, "Acquiring 'the Knowledge' of London's Layout Drives Structural Brain Changes," Current Biology 21, no. 24 (2011): 2109-2114.

American Educator, Winter 2018-2019

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Babies and infants love mathematics. Give babies a set of blocks, and they will build and order them, fascinated by the ways the edges line up. Children will look up at the sky and be delighted by the V formations in which birds fly.

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Carol S. Dwec

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Courtesy of Julia of Tessmaths

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Foundation and Higher
Number Structure and calculation
1. order positive and negative integers, decimals and fractions; use the symbols =, ≠, <, >, ≤, ≥

2. apply the four operations, including formal written methods, to integers ( adding integers, subtracting integers, multiplying integers, dividing integers), decimals ( adding decimals, subtracting decimals, multiplying decimals and dividing decimals) and simple fractions (proper and improper) ( adding fractions, subtracting fractions, multiplying fractions and dividing fractions), and mixed numbers (adding - all both positive and negative; understand and use place value (e.g. when working with very large or very small numbers, and when calculating with decimals)

3. recognise and use relationships between operations, including inverse operations (e.g. cancellation to simplify calculations and expressions; u se conventional notation for priority of operations, including brackets, powers, roots and reciprocals ( why BIDMAS?)

4. use the concepts and vocabulary of prime numbers, factors (divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorisation, including using product notation and the unique factorisation theorem

5. apply systematic listing strategies including use of the product rule for

6. use positive integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5; estimate powers and roots of any given positive number

7. calculate with roots, and with integer and fractional indices

8. calculate exactly with fractions, surds and multiples of π; simplify surd expressions involving squares (e.g. 12 = 4× 3 = 4 × 3 = 2 3 ) and rationalise denominators

9. calculate with and interpret standard form A x 10n, where 1 ≤ A < 10 and n is an integer.
Fractions, decimals and percentages
10. work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 7/2 or 0.375 or 3/8 ); change recurring decimals into their corresponding fractions and vice versa

11.identify and work with fractions in ratio problems

12.interpret fractions and percentages as operators.
Measures and accuracy
13.use standard units of mass, length, time, money and other measures (including standard compound measures) using decimal quantities where appropriate

14. estimate answers; check calculations using approximation and estimation, including answers obtained using technology

15.round numbers and measures to an appropriate degree of accuracy (e.g. to a specified number of decimal places or significant figures); use inequality notation to specify simple error intervals due to truncation or rounding

16. apply and interpret limits of accuracy, including upper and lower bounds
Algebra Notation, vocabulary and manipulation
1. use and interpret algebraic notation, including: ab in place of a × b;  3y in place of y + y + y and 3 × y;  a2 in place of a × a, a^3 in place of a × a × a, a^2b in place of a × a × b;  ab in place of a ÷ b;  coefficients written as fractions rather than as decimals;  brackets

2. substitute numerical values into formulae and expressions, including scientific formulae

3. understand and use the concepts and vocabulary of expressions, equations, formulae, identities inequalities, terms and factors

4. simplify and manipulate algebraic expressions (including those involving surds and algebraic fractions) by:  collecting like terms;  multiplying a single term over a bracket;  taking out common factors;  expanding products of two or more binomials;  factorising quadratic expressions of the form x^2 + bx + c, including the difference of two squares; factorising quadratic expressions of the form ax^2 + bx + c ;  simplifying expressions involving sums, products and powers, including the laws of indices

5. understand and use standard mathematical formulae; rearrange formulae to change the subject

6. know the difference between an equation and an identity; argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments and proofs

7. where appropriate, interpret simple expressions as functions with inputs and outputs; interpret the reverse process as the 'inverse function'; interpret the succession of two functions as a 'composite function'.
Graphs
8. work with coordinates in all four quadrants

9. plot graphs of equations that correspond to straight-line graphs in the coordinate plane; use the form y = mx + c to identify parallel and perpendicular lines; find the equation of the line through two given points, or through one point with a given gradient

10.identify and interpret gradients and intercepts of linear functions graphically and algebraically

11.identify and interpret roots, intercepts, turning points of quadratic functions graphically; deduce roots algebraically and turning points by completing the square

12.recognise, sketch and interpret graphs of linear functions, quadratic functions, simple cubic functions, the reciprocal function y =1x with x ≠ 0, exponential functions = x y k for positive values of k, and the trigonometric functions (with arguments in degrees) y x = sin , y x = cos and y x = tan for angles of any size

13.sketch translations and reflections of a given function

14.plot and interpret graphs (including reciprocal graphs and exponential graphs) and graphs of non-standard functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance, speed and acceleration

15.calculate or estimate gradients of graphs and areas under graphs (including quadratic and other non-linear graphs), and interpret results in cases such as distance-time graphs, velocity-time graphs and graphs in financial contexts

16.recognise and use the equation of a circle with centre at the origin; find the equation of a tangent to a circle at a given point.
Solving equations and inequalities
17.solve linear equations in one unknown algebraically (including those with the unknown on both sides of the equation); find approximate solutions using a graph

18.solve quadratic equations (including those that require rearrangement) algebraically by factorising, by completing the square and by using the quadratic formula; find approximate solutions using a graph

19.solve two simultaneous equations in two variables (linear/linear or linear/quadratic) algebraically; find approximate solutions using a graph

20.find approximate solutions to equations numerically using iteration

21.translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or two simultaneous equations), solve the equation(s) and interpret the solution.

22.solve linear inequalities in one or two variable(s), and quadratic inequalities in one variable; represent the solution set on a number line, using set notation and on a graph
Sequences
23.generate terms of a sequence from either a term-to-term or a position-to-term rule

24.recognise and use sequences of triangular, square and cube numbers, simple arithmetic progressions, Fibonacci type sequences, quadratic sequences, and simple geometric progressions ( r n where n is an integer, and r is a rational number > 0 or a surd) and other sequences

25.deduce expressions to calculate the nth term of linear and quadratic sequences.
Ratio, proportion and rates of change
1. change freely between related standard units (e.g. time, length, area, volume/capacity, mass) and compound units (e.g. speed, rates of pay, prices, density, pressure) in numerical and algebraic contexts

2. use scale factors, scale diagrams and maps

3. express one quantity as a fraction of another, where the fraction is less than 1 or greater than 1

4. use ratio notation, including reduction to simplest form

5. divide a given quantity into two parts in a given part:part or part:whole ratio; express the division of a quantity into two parts as a ratio; apply ratio to real contexts and problems (such as those involving conversion, comparison, scaling, mixing, concentrations)

6. express a multiplicative relationship between two quantities as a ratio or a fraction

7. understand and use proportion as equality of ratios

8. relate ratios to fractions and to linear functions

9. define percentage as 'number of parts per hundred'; interpret percentages and percentage changes as a fraction or a decimal, and interpret these multiplicatively; express one quantity as a percentage of another; compare two quantities using percentages; work with percentages greater than 100%; solve problems involving percentage change, including percentage increase/decrease and original value problems, and simple interest including in financial mathematics

10.solve problems involving direct and inverse proportion, including graphical and algebraic representations

11.use compound units such as speed, rates of pay, unit pricing, density and pressure

12.compare lengths, areas and volumes using ratio notation; make links to similarity (including trigonometric ratios) and scale factors

13.understand that X is inversely proportional to Y is equivalent to X is proportional to 1 Y ; construct and interpret equations that describe direct and inverse proportion

14.interpret the gradient of a straight line graph as a rate of change; recognise and interpret graphs that illustrate direct and inverse proportion

15.interpret the gradient at a point on a curve as the instantaneous rate of change; apply the concepts of average and instantaneous rate of change (gradients of chords and tangents) in numerical, algebraic and graphical contexts

16.set up, solve and interpret the answers in growth and decay problems, including compound interest and work with general iterative processes.
Geometry and measures Properties and constructions
1. use conventional terms and notations: points, lines, vertices, edges, planes, parallel lines, perpendicular lines, right angles, polygons, regular polygons and polygons with reflection and/or rotation symmetries; use the standard conventions for labelling and referring to the sides and angles of triangles; draw diagrams from written description

2. use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); use these to construct given figures and solve loci problems; know that the perpendicular distance from a point to a line is the shortest distance to the line

3. apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles; understand and use alternate and corresponding angles on parallel lines; derive and use the sum of angles in a triangle (e.g. to deduce and use the angle sum in any polygon, and to derive properties of regular polygons)

4. derive and apply the properties and definitions of: special types of quadrilaterals, including square, rectangle, parallelogram, trapezium, kite and rhombus; and triangles and other plane figures using appropriate language

5. use the basic congruence criteria for triangles (SSS, SAS, ASA, RHS)

6. apply angle facts, triangle congruence, similarity and properties of quadrilaterals to conjecture and derive results about angles and sides, including Pythagoras' Theorem and the fact that the base angles of an isosceles triangle are equal, and use known results to obtain simple proofs

7. identify, describe and construct congruent and similar shapes, including on coordinate axes, by considering rotation, reflection, translation and enlargement (including fractional and negative scale factors)

8. describe the changes and invariance achieved by combinations of rotations, reflections and translations

9. identify and apply circle definitions and properties, including: centre, radius, chord, diameter, circumference, tangent, arc, sector and segment

10.apply and prove the standard circle theorems concerning angles, radii, tangents and chords, and use them to prove related results

11.solve geometrical problems on coordinate axes

12.identify properties of the faces, surfaces, edges and vertices of: cubes, cuboids, prisms, cylinders, pyramids, cones and spheres

13.construct and interpret plans and elevations of 3D shapes.
Mensuration and calculation
14.use standard units of measure and related concepts (length, area, volume/capacity, mass, time, money, etc.)

15.measure line segments and angles in geometric figures, including interpreting maps and scale drawings and use of bearings

16.know and apply formulae to calculate: area of triangles, parallelograms, trapezia; volume of cuboids and other right prisms (including cylinders)

17.know the formulae: circumference of a circle = 2πr = πd, area of a circle = πr2; calculate: perimeters of 2D shapes, including circles; areas of circles and composite shapes; surface area and volume of spheres, pyramids, cones and composite solids

18.calculate arc lengths, angles and areas of sectors of circles

19.apply the concepts of congruence and similarity, including the relationships between lengths, areas and volumes in similar figures

20.know the formulae for: Pythagoras' theorem, a2 + b2 = c2, and the trigonometric ratios, sinθ = opposite hypotenuse , cosθ = adjacent hypotenuse and tanθ = opposite adjacent ; apply them to find angles and lengths in right-angled triangles and, where possible, general triangles in two and three dimensional figures

21.know the exact values of sinθ and cosθ for θ = 00, 300, 450 , 600 and 900; know the exact value of tanθ for θ = 00, 300, 450 and 600

22.know and apply the sine rule, sin sin sinabc ABC = = , and cosine rule, 2 22 a b c bc A =+− 2 cos , to find unknown lengths and angles

23.know and apply 1 Area = sin2ab C to calculate the area, sides or angles of any triangle.
Vectors
24.describe translations as 2D vectors

25.apply addition and subtraction of vectors, multiplication of vectors by a scalar, and diagrammatic and column representations of vectors; use vectors to construct geometric arguments and proofs
Probability
1. record describe and analyse the frequency of outcomes of probability experiments using tables and frequency trees

2. apply ideas of randomness, fairness and equally likely events to calculate expected outcomes of multiple future experiments

3. relate relative expected frequencies to theoretical probability, using appropriate language and the 0 - 1 probability scale

4. apply the property that the probabilities of an exhaustive set of outcomes sum to one; apply the property that the probabilities of an exhaustive set of mutually exclusive events sum to one

5. understand that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size

6. enumerate sets and combinations of sets systematically, using tables, grids, Venn diagrams and tree diagrams

7. construct theoretical possibility spaces for single and combined experiments with equally likely outcomes and use these to calculate theoretical probabilities

8. calculate the probability of independent and dependent combined events, including using tree diagrams and other representations, and know the underlying assumptions

9. calculate and interpret conditional probabilities through representation using expected frequencies with two-way tables, tree diagrams and Venn diagrams.
Statistics
1. infer properties of populations or distributions from a sample, whilst knowing the limitations of sampling

2. interpret and construct tables, charts and diagrams, including frequency tables, bar charts, pie charts and pictograms for categorical data, vertical line charts for ungrouped discrete numerical data, tables and line graphs for time series data and know their appropriate use

3. construct and interpret diagrams for grouped discrete data and continuous data, i.e. histograms with equal and unequal class intervals and cumulative frequency graphs, and know their appropriate use 12

4. interpret, analyse and compare the distributions of data sets from univariate empirical distributions through:  appropriate graphical representation involving discrete, continuous and grouped data, including box plots;  appropriate measures of central tendency (median, mean, mode and modal class) and spread (range, including consideration of outliers, quartiles and inter-quartile range)

5. apply statistics to describe a population

6. use and interpret scatter graphs of bivariate data; recognise correlation and know that it does not indicate causation; draw estimated lines of best fit; make predictions; interpolate and extrapolate apparent trends whilst knowing the dangers of so doing
Progress Checks (some of the questions are form MathsWatch) Foundation
Number Part 1, Number Part 2

Ratio and Proportion Part 1, Ratio and Proportion Part 2

Algebra Part 1, Algebra Part 2

Geometry and Measures Part 1, Geometry and Measures Part 2

Statistics and Probability Part 1, Statistics and Probability Part 2
Higher
Number, Ratio and Proportion, Algebra, Geometry and Measures, Statistics

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functional skills maths level 2 past papers

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functional skills maths level 1 past papers

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functional skills maths entry 3 past papers

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functional skills maths entry 1 past papers

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functional skills level 2 maths and english

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city and guilds functional skills english

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functional skills maths and english free

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pearson edexcel functional skills english

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functional skills level 2 english online free

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highfield functional skills maths level 2

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Functional Skills Revision Resources, Videos, Exam Questions and Booklets

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Pass your Functional Skills Maths exam with revision resources, videos, exam questions and workbooks. Resources suitable for exams with NCFE, Edexcel, City & Guilds, AQA, Highfield and Open Awards.

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Welcome to Corbettmaths! Home to 1000's of maths resources: Videos, Worksheets, 5-a-day, Revision Cards and much more.

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Same But Different is a powerful routine for use in math classrooms. The images can be used for teaching a way of thinking: grayscale thinking, categorical thinking; helping students to build a network of ideas and an approach for learning and thinking about mathematics.

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You can't do simple maths under pressure

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You can't do simple maths under pressure

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Click your answer, or use the Q or P keys on your keyboard.

You can also type Q or P to continue.

You can also type Q or P to continue.

You can also type Q or P to continue.

Answer by clicking, or with Q and P.

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You Can't Do Simple Maths Under Pressure

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Possibly the most addictive maths quiz ever made.

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A required part of this site couldn’t load. This may be due to a browser extension, network issues, or browser settings. Please check your connection, disable any ad blockers, or try using a different browser.

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BBC Bitesize Functional Skills Maths (L1 & 2)

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BBC Bitesize Functional Skills Maths (L1 & 2)

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Functional Skills Maths (Levels 1 and 2) - England - BBC Bitesize

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Using numbers, carrying out calculations and interpreting results. Learning resources for students of Functional Skills in England.

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Courtesy of Julia of Tessmaths

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Maths, intervention, just maths, justmaths, mathematics, video tutorials, gcse, exams, a levels, alevel, revision, help, homework, curriculum, OCR, edexcel, resit,gcse, fractions, maths gcse, gcse maths, maths a level, as level maths, a level maths, edexcel gcse, algebra, gcse past papers, edexcel m…

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Suggestion 1

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Select Your Cookie Preferences

We use cookies and similar tools that are necessary to enable you to make purchases, to enhance your shopping experiences and to provide our services, as detailed in our Cookie Notice. We also use these cookies to understand how customers use our services (for example, by measuring site visits) so we can make improvements.

If you agree, we'll also use cookies to complement your shopping experience across the Amazon stores as described in our Cookie Notice. This includes using first- and third-party cookies, which store or access standard device information such as a unique identifier. Third parties use cookies for their purposes of displaying and measuring personalised ads, generating audience insights, and developing and improving products. Click 'Customise Cookies' to decline these cookies, make more detailed choices, or learn more. You can change your choices at any time by visiting Cookie Preferences, as described in the Cookie Notice. To learn more about how and for what purposes Amazon uses personal information (such as Amazon Store order history), please visit our Privacy Notice.

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This dictionary includes explanations of over 200 mathematical words and phrases. Other features include: multiplication tables; table of squares and cubes; frequently-used fractions, decimals and percentages; metric and imperial units; simple coordinate graphs; angle and circle rules.

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Suggestion 2

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The essential, explanatory guide to mathematics includes hundreds of illustrated entries and crystal-clear explanations by numbers whizz Carol Vorderman. ??

If you're in a muddle over mass, vexed by volume, confused by conversions, or flummoxed by fractions, help is at hand. From abacus to zero, more than 400 entries feature words, phrases, shapes, measurements, concepts, calculations, and much, much more.

?For children working at Key Stages 1 and 2, and parents keen to show their support, this ultimate homework helper keeps maths simple and straightforward. Eye-catching images, useful diagrams, and colourful charts grab the attention and hold the interest throughout. Accessible explanations and bite-size content make it a perfect family reference.??

Whether you read the entire dictionary from A to Z, or dip in and out to get your homework done or prepare for an exam, Carol Vorderman's Maths Dictionary will make you a maths mastermind in no time.

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Carol Vorderman's Maths Dictionary (Reissues Education 2014)

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Carol Vorderman's Maths Dictionary (Reissues Education 2014) : Vorderman, Carol: Amazon.co.uk: Books

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New books! E1 & E2  FS maths books - see tasters here:

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New books! E1 & E2  FS maths books - see tasters here:

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Functional Skills Maths Book Tasters - Click to view this library, made with Book Creator

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Courtesy of Julia of Tessmaths

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National Numeracy - Charity Empowering the UK with Numbers

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We are a UK charity committed to building the nation’s number confidence and skills. Find out how we can support you and your family!

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Best Buys and Proportion

Best buy and proportion questions - loosely based on setting up a nursery.

I have used this with my Functional Skills Maths and Employability group. We carried out a few examples as a group, left them on the board and I then gave them this worksheet to complete. I sat with the lower attainers and hand wrote in scaffolded examples whilst talking to them about it.

I have also used the same lesson plan for my GCSE resits as a revision task.

Editor's note

Level

Level 1

Level 2

GCSE L1-5

Maths

FM L1.17 Work with simple ratio & direct proportions

FM L2.11 Understand & calculate using ratios, direct proportion & inverse proportion

GCSE R10 (Direct & indirect proportion)

Context

Health, Social care, Early years

Guided learner reflection sheet

Learner reflection sheet for learners of Functional Skills with prompts to think about next steps.

Editor's Note

An inspiring and friendly-looking 2 page document. Ideal for Functional Maths and English learners from E3 upwards. Very useful!

Level

Entry Level 3

Level 1

Level 2

English

Functional Skills English

General literacy / English

Maths

Functional Maths

General numeracy / maths

General

Generic resources for literacy, numeracy and beyond

Aims & objectives, ILPs, reflections

Pancake day in Exdale - E1, E2, E3, L1 & L2 Functional Maths

Pancake Day in Exdale is a multi-level graduated Functional Maths workbook for Entry Level 1 to Level 2. A front page overview allows the teacher or learner to decide which levels and topics to work on. All questions are based on one or other of two texts (pancake meals at the local pub and special offers in the Exdale Cook Shop). The emphasis throughout is on problem solving and showing working out.

At Entry Levels the main coverage is time, dates and money. Levels 1 and 2 include questions on time, converting between measures, circumference, percentage discount and mean.

Level

Entry Level 1

Entry Level 2

Entry Level 3

Level 1

Level 2

Maths

FM Simple one step problem(s)

FM Straightforward problem(s) with more than 1 step

FM Complex multi-step problem(s)

FM E1.6 Read 12 hour digital & analogue clocks in hours

FM E1.7 Know the number of days in a week, months, & seasons in a year. Name & sequence them.

FM E2.5 Add & subtract 2-digit numbers

FM E2.12 Calculate money with pence up to £1 & in whole £s of multiple items, use correct symbols (£ or p)

FM E2.13 Read & record time in common date formats, & read time displayed on analogue clocks in hours, half hours & quarter hours, & understand hours from a 24-hour digital clock

FM E3.10 Calculate with money using decimal notation & express money correctly in writing in pounds and pence

FM E3.13 Read time from analogue & 24 hour digital clocks in hours & minutes

FM E3.14 Use & compare measures of length, capacity, weight & temperature using metric or imperial units to the nearest labelled or unlabelled division

FM L1.12 Approximate by rounding to a whole number or to one or two decimal places

FM L1.14 Calculate percentages of quantities, inc. simple percentage increase / decrease by 5% & multiples of

FM L1.20 Convert between units of length, weight, capacity, money and time, in the same system

FM L1.29 Find the mean & range of a set of quantities

FM L2.14 Convert between metric & imperial units of length, weight & capacity using a) a conversion factor & b) a conversion graph

FM L2.16 Calculate perimeters & areas of 2-D shapes inc. triangles & circles and composite shapes including non-rectangular shapes (formulae given except for triangles & circles)

Context

Retail Hospitality Customer service

Maths

FM Context free underpinning

FM E2.5 Add & subtract 2-digit numbers

Mental maths

Maths

FM Context free underpinning

FM E1.3 Add numbers which total up to 20, & subtract numbers from numbers up to 20

Mental maths

Valentine Meal Deal - E3, L1 & L2 Functional Maths

NEW 24/2/22  answer sheet now also  available - visit our ANSWER SHEETS page for more information.

A follow-on Valentine's Day resource from the E1-E3 worksheet of the same name. It continues the general problem solving of finding suitable meal deals for various couples and calculating how much they save by purchasing a Valentine's meal deal. For L2 learners it also delves into compound measures with challenging multiple questions on on unit prices (e.g. £/kg, £/litre).

Level

Entry Level 3

Level 1

Level 2

Maths

FM Straightforward problem(s) with more than 1 step

FM Complex multi-step problem(s)

FM E3.10 Calculate with money using decimal notation & express money correctly in writing in pounds and pence

FM E3.21 Extract information from lists, tables, diagrams, charts; create frequency tables

FM E3.23 Organise & represent information in appropriate ways inc. tables, diagrams, simple line graphs & bar charts

FM L1.20 Convert between units of length, weight, capacity, money and time, in the same system

FM L2.15 Calculate using compound measures inc. speed, density & rates of pay

Context

Retail Hospitality Customer service

Catering Food Nutrition

Valentine Meal Deal - Entry Functional Maths

A hastily put together resource for Valentine's Day 2022 (but can be used in any year!).  Although the covered subject content statements are all E1 or E2 - the problem solving element of some questions also makes this also suitable for E3, especially the final "Stretch" investigation. Questions are mapped but there is no answer sheet.

Level

Entry Level 1

Entry Level 2

Entry Level 3

Maths

FM Simple one step problem(s)

FM E1.1 Read, write, order, compare numbers to 20

FM E1.2 Use whole numbers to count up to 20 items including zero

FM E2.5 Add & subtract 2-digit numbers

FM E1.12 Sort & classify objects using a single criterion

FM E2.24 Sort and classify objects using two criteria

FM E2.22 Extract information from lists, tables, diagrams, bar charts

FM E2.25 Take information from one format and represent the information in another format including use of bar charts

Context

Retail Hospitality Customer service

Catering Food Nutrition

Maths

FM Context free underpinning

FM E2.5 Add & subtract 2-digit numbers

New Year 2022 English and Maths tasks

NEW 8/2/22  answer sheet now also  available - visit our ANSWER SHEETS page for more information.
New 27/1/2022  A related interactive Wordwall activity (organisational and textual features) is now available to accompany this resource.

A hastily put-together New Year resource based on a short Guardian article about the record breaking temperatures experienced in the UK on New Year's Eve and New Year's Day.

Level

Entry Level 3

Level 1

Level 2

English

FE E3.10 Identify different purposes of straightforward texts

FE E3.11 Use strategies to find meaning of words e.g. dictionary, context, word types

FE L1.15 Infer from images meanings not explicit in the accompanying text

FE L1.17 Read & understand a range of specialist words in context

FE L1.9 Identify & understand the main points, ideas & details

FE L1.12 Recognise that language & other textual features can be varied to suit different audiences & purposes

FE L1.18 Use knowledge of punctuation to aid understanding of texts

FE L2.19 Identify different styles of writing & writer’s voice

Maths

FM Simple one step problem(s)

FM E2.11 Read, write & use decimals to one decimal place

FM L1.11 Add, subtract, multiply & divide decimals up to 2 decimal places

Context

Science, Nature & Weather

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Adult Numeracy, Functional Maths, and GCSE Resources

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Pancake Day in Exdale is a multi-level graduated Functional Maths workbook for Entry Level 1 to Level 2. A front page overview allows the teacher or learner to decide which levels and topics to work on. All questions are based on one or other of two texts (pancake meals at the local pub and special offers in the Exdale Cook Shop).

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Scheme of work

The CfEM scheme of work for Functional Skills Mathematics level 1 was developed by teachers in the CfEM colleges, based on the Five Key Principles of Teaching for Mastery in Further Education (FE).

It provides an outline of a 30-hour sequence of lessons (20 lessons of 1.5 hours), with links to 16 full mastery lessons that can be used and adapted by FE teachers.

Download a PDF copy of the scheme of work, including a rationale for its development and links to the lessons here:

The lessons

In addition, guidance on adapting 7 of the GCSE mastery lessons, developed by the University of Nottingham, can be found in the Research Lessons section.

The lessons can also be accessed via links in the  scheme of work.

Lesson 1: Attitudes to maths and getting unstuck

Lesson 2: Mindsets, resilience and number sense

Lesson 3: Graphs and charts

Lesson 4: Mean and range

Lesson 5: Direct proportion

Lesson 6: Scales, maps and units

Lesson 7: Multiplication and estimation

Lesson 8: Division and estimation

Lesson 10: Basic fractions - have your cake and eat it!

Lesson 11: Equivalent fractions

Lesson 12: Probability

Lesson 14: Using ratio

Lesson 16: Properties 2D shapes

Lesson 17: Perimeter of rectangles and compound shapes

Lesson 18: Area of rectangles and compound shapes

Lesson 19: 3D shapes volume

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Functional Skills level 1: Classroom resources - The Education and Training Foundation

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These CfEM classroom resources provide an overview of, and downloadable resources for, FE Functional Skills Maths level 1 lessons

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Scheme of work

The CfEM scheme of work for Functional Skills Mathematics level 2 was developed by teachers in the CfEM colleges, based on the Five Key Principles of Teaching for Mastery in Further Education (FE).

It provides an outline of a 33-hour sequence of lessons (22 lessons of 1.5 hours), with links to 18 full mastery lessons that can be used and adapted by FE teachers.

Download a PDF copy of the scheme of work, including a rationale for its development and links to the lessons here:

The lessons

The 18 lessons written by teachers in CfEM colleges can be found below. Each lesson includes a lesson plan and PowerPoint presentation, plus handouts and activities.

In addition, guidance on adapting 7 of the GCSE mastery lessons, developed by the University of Nottingham, can be found in the  Research Lessons section.

The lessons can also be accessed via links in the scheme of work.

Lesson 1: Attitudes to maths and getting unstuck

Lesson 2: Mindset, resilience and sense of number

Lesson 3: Scatter graphs

Lesson 4: Averages

Lesson 5: Direct proportion

Lesson 6: Scales, maps and scale drawings

Lesson 8: Using ratio

Lesson 9: Basic fractions

Lesson 10: Equivalent fractions, decimals and percentages, and percentages of an amount

Lesson 11: Adding and subtracting fractions

Lesson 12: Probability

Lesson 13: Percentages with a calculator

Lesson 14: Compound interest

Lesson 15: Converting between metric and imperial units

Lesson 16: Substitution and formulae

Lesson 17: Area and perimeter

Lesson 18: Circles

Lesson 19: Surface area and volume

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Functional Skills level 2: Classroom resources - The Education and Training Foundation

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These CfEM classroom resources provide an overview of, and downloadable resources for, FE Functional Skills Maths level 2 lessons

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University - Jobs - Apprenticeships

Passing functional skills maths & English level 2 enables people to get into university, start a career, complete an apprenticeship and improve employment prospects. At Pass Functional Skills we are committed to helping each and every person achieve level 2, which is why we offer free functional skills subject knowledge assessments for every learner.

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Pass Functional Skills | Ofqual Regulated Exams & Courses

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Pass your functional skills level 2 and level 1 qualifications through this service. We offer tuition, pre-assessments, courses and exams.

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I am an experienced functional skills and GCSE maths teacher. I teach mainly adults. I also teach apprentices so I have a wide variety of resources from wh...

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Materials can be used in group teaching or by students who want to study independently. 'How to' Guides contain detailed explanations and examples allowing students to learn with minimal tutor support.

You can print as many copies as your students need or even email resources to them if they are distance learning.

Activities and PowerPoints support group delivery reducing your lesson preparation time.

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Materials can be used in group teaching or by students who want to study independently. 'How to' Guides contain detailed explanations and examples allowing students to learn with minimal tutor support. You can print as many copies as your students need or even email resources to them if they are distance learning.

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Levels 1 & 2 FS & GCSE Revision resources

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Levels 1 & 2 FS & GCSE Revision resources

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Courtesy of brassilj

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Welcome to the Maths White Board project store; a collection of time saving resources for all Maths teachers.

All projects listed below are completely FREE for educational use (unless login details are required).

--- PROJECT STORE ---

Teaching tools

Lesson curator

Take the best bits from the site and make a lesson in mins

Term Planner

Organise the site resources into an easy to use planner

Starters and games

Assessment tools

Vocabulary based activities

Video tutorials

2 min Tuesday tutorials

--- KEY THINGS TO KNOW ---

Every aspect of the Maths White Board site is built around 3 things:

Differentiated challenge

Each topic area has been broken up into roughly 6 differentiated concepts to facilitate a greater level of support or challenge for a learner.

Beautifully scaffolded

Each topic has been structured in such a way to lead a user through a desirable teaching sequence or learning journey.

Endless questions

The site has been built with a topic bank at it's core not a question bank. The main aim is for you to never encounter the same question twice.

--- SHAPED BY RESEARCH ---

Below are 3 activities contained in the Maths White Board site born out of research:

Mini White Board activity

A powerful tool to support the use of mini whiteboards during classroom assessment. This part of the website produces a question for a specific topic and displays it full screen for clear viewing. Whilst using this tool, you have access to each of the differentiated levels (stars) and the answers are available for each question providing ease of use. You can generate new questions (but with different numbers) at any level with a simple click of a levelled button. No longer are you limited by the number of questions in an exercise to assess students whilst also being driven to master a specific skill. This tool is available under the main menu of the software and titled "Mini WB".

Recall White Board

Ideal for recapping on the full breadth of a specific skill (starters/revision). The site will produce a question at each of the differentiated levels and arrange them on screen for students to complete. You can then model the appropriate method before selecting the question to reveal the answer. If another question at the same level is required, select the refresh button to generate a new question but with different numbers. Endless opportunities to revise all aspects of a key topic skill over a sequence of lessons. This tool is available under the main menu of the software and titled "Recall WB".

Secure White Board

In order for techniques to be cemented into long term memory, sometimes we need to just give students a few similar questions for them to learn routines. The idea behind this aspect of the site is for students to practice so they learn not to make mistakes. The site will produce 6 questions at any chosen differentiated level and arrange them on screen. Not only will this tool help students to become familiar with techniques, it will also reduce the cost of printing unnecessary 1 time worksheets for classroom based activities. This tool is available under a selected and levelled MWB activity and titled "Secure WB".

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Welcome to the Maths White Board project store; a collection of time saving resources for all Maths teachers. All projects listed below are completely FREE for educational use (unless login details are required).

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Print flashcards with questions and answers on one side and a picture/ prompt on the other.

This is an online version - students worked in breakouts asking 'what's the time' before flipping the card to check the answer. (open a free BookWidgets account to view). With thanks to Eve Sheppard for sharing this.

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Great for low level Maths

Number Bonds, Times Tables, Division facts

Confidence builders - less vocab featured though.

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QR CODE

Scan this on mobiles and tablets to quickly open this web page.

Hit the Button is an interactive maths game with quick fire questions on number bonds, times tables, doubling and halving, multiples, division facts and square numbers. The games, which are against the clock, challenge and develop mental maths skills. An untimed, practise mode is available in our Hit the Button app along with lots more extra features.

The activities can be matched to appropriate mathematical ability. Regular use of Hit the Button can help students to sharpen their recall of vital number facts in a fun way and learning multiplication tables need not be boring.

AGE

6-11 Years

SUBJECTS

Maths Times Tables Division Number Bonds Doubles Halves Square Numbers

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Hit the Button - Quick fire maths practise for 6-11 year olds

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Quick fire questions on number bonds, doubles, halves, times tables, division facts and square numbers against the clock. Superb!

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DrFrostMaths provides an online learning platform, teaching resources, videos and a bank of exam questions, all for free.

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Courtesy of Julia of Tessmaths

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Courtesy of Julia of Tessmaths

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Courtesy of Julia of Tessmaths

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Key stage 4 Maths tiers | Oak National Academy

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We have resources for tiers: Core, Foundation, Higher

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Centre for Maths Excellence - 'The focused 15'

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Centre for Maths Excellence - 'The focused 15'

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Video: Top tips for supporting learners with Dyscalculia and maths learning difficulties. 

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Video: Top tips for supporting learners with Dyscalculia and maths learning difficulties. 

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Top Tips for Supporting Learners with Dyscalculia and Maths Learning Difficulties

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Maths Functional Skills (Level 1) Revision Guide

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Maths Functional Skills (Level 1) Revision Guide

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Our colourful and accessible books encourage reluctant learners to engage in learning. The small, accessible size and colourful pages are more welcoming than other larger textbooks that often disengage learners and prevent them from getting started.

Clear and Concise Content

All our Pocket Poster books are written with the learner in mind. That's why everything is reviewed and tested by consultants, teachers AND STUDENTS. This ensures our content is accessible, easy to digest and ideal for independent study.

Pocket Posters are available in a variety of formats. There's the physical book, the app and the web version. This means you can access our books and the accompanying assessment activities pretty much anytime, anywhere.

Our free digital Pocket Posters include hundreds of quickfire assessments, which can be used to test students' levels of understanding and keep track of their progress. They are also handy starter, summary and plenary activities!

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Maths Functional Skills (Level 1) Revision Guide

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Our Maths Functional Skills (Level 1) Revision Guide has been designed to improve students' understanding and confidence. Includes free digital version and assessments.

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Maths Functional Skills (Level 2) Revision Guide

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Maths Functional Skills (Level 2) Revision Guide

# data[].attributes.attachment_link.readable_text
Our colourful and accessible books encourage reluctant learners to engage in learning. The small, accessible size and colourful pages are more welcoming than other larger textbooks that often disengage learners and prevent them from getting started.

Clear and Concise Content

All our Pocket Poster books are written with the learner in mind. That's why everything is reviewed and tested by consultants, teachers AND STUDENTS. This ensures our content is accessible, easy to digest and ideal for independent study.

Pocket Posters are available in a variety of formats. There's the physical book, the app and the web version. This means you can access our books and the accompanying assessment activities pretty much anytime, anywhere.

Our free digital Pocket Posters include hundreds of quickfire assessments, which can be used to test students' levels of understanding and keep track of their progress. They are also handy starter, summary and plenary activities!

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Maths Functional Skills (Level 2) Revision Guide

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Our Maths Functional Skills (Level 2) Revision Guide has been designed to improve students' understanding and confidence. Includes free digital version and assessments.

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Nurture your learners' numeracy skills and boost their confidence in Maths with our supportive and engaging maths posters.

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It's a race against the clock to answer 30 questions.

What are you waiting for? Quickly answer the questions below. This is level 1: Addition of single digit numbers. You can earn a trophy if you get at least 25 answers correct and you do this activity online at www.transum.org/go/?to=beat .

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Description of Levels

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Level 1 - Addition of single digit numbers

Level 2 - Subtraction of numbers less than 20

Level 3 - Addition and subtraction of numbers less than 30

Level 4 - Multiplication facts up to twelve times twelve

Level 5 - Division facts in tables up to twelve.

Level 6 - Mixed Multiplication and Division

Level 7 - All four operations, two terms

Level 8 - All four operations, two terms, harder

Level 9 - All four operations, three terms

More on Mental Methods including lesson Starters, visual aids and self-marking exercises.

Answers to this exercise are available lower down this page when you are logged in to your Transum account. If you don't yet have a Transum subscription one can be very quickly set up if you are a teacher, tutor or parent.

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Example

Don't wait until you have finished the exercise before you click on the 'Check' button. Click it often as you work through the questions to see if you are answering them correctly.

Close

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It's a race against the clock to answer 30 questions.

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Maths - No Problem! Maths Mastery for Primary School Education

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Inclusive teaching practices lead to an inclusive classroom setting

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Inclusive teaching in the primary maths classroom builds high expectations and meets the needs of all pupils. Learn how to implement it in your classroom.

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STEM - Meeting the needs of all learners:

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STEM - Meeting the needs of all learners:

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In this Standards Unit: Improving Learning in Mathematics video you will be able to reflect on a range of approaches that help to meet the needs of all learners. There are many strategies that teachers and trainers use in order to ensure that every learner is given a challenge appropriate to his or…

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Dyscalculia  - paper-based screener /checklist

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Dyscalculia  - paper-based screener /checklist

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What Is Dyscalculia? Math Learning Disability Overview

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What Is Dyscalculia? Math Learning Disability Overview

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Dyscalculia Definition

Dyscalculia is a math learning disability that impairs an individual's ability to learn number-related concepts, perform accurate math calculations, reason and problem solve, and perform other basic math skills. Dyscalculia is sometimes called "number dyslexia" or "math dyslexia."

Dyscalculia is present in about 11 percent of children with attention deficit hyperactivity disorder (ADHD or ADD). Other learning disorders, including dyslexia and dysgraphia, are also common - up to 45 percent of children with ADHD have a learning disorder.

Dyscalculia Overview

Individuals with dyscalculia have difficulties with all areas of mathematics - problems not explained by a lack of proper education, intellectual disabilities, or other conditions. The learning disorder complicates and derails everyday aspects of life involving mathematical concepts - like telling time, counting money, and performing mental calculations.

"Students and adults with dyscalculia find math puzzling, frustrating, and difficult to learn," says Glynis Hannell, a family psychologist and author of Dyscalculia: Action Plans for Successful Learning in Mathematics (#CommissionsEarned). "Their brains need more teaching, more targeted learning experiences, and more practice to develop these networks."

Dyscalculia frequently co-occurs with dyslexia, a learning disability in reading; about half of children with dyscalculia also have dyslexia. While figures vary, the estimated prevalence of dyscalculia in school populations is 3 to 6 percent.

[Take the Dyscalculia Symptom Test for Children]
[Think You Have Dyscalculia? Take This Screener for Dyscalculia in Adults]

Dyscalculia Symptoms

What are the signs of dyscalculia? Symptoms and indicators include :

Difficulties with processing numbers and quantities, including:

Connecting a number to the quantity it represents (the number 2 to two apples)

Counting, backwards and forwards

Comparing two amounts

Trouble with subitizing (recognize quantities without counting)

Trouble recalling basic math facts (like multiplication tables)

Difficulty linking numbers and symbols to amounts

Trouble with mental math and problem-solving

Difficulty making sense of money and estimating quantities

Difficulty with telling time on an analog clock

Poor visual and spatial orientation

Difficulty immediately sorting out direction (right from left)

Troubles with recognizing patterns and sequencing numbers

Finger-counting is typically linked to dyscalculia, but it is not an indicator of the condition outright. Persistent finger-counting, especially for easy, frequently repeated calculations, may indicate a problem.

Calculating errors alone are also not indicative of dyscalculia - variety, persistence, and frequency are key in determining if dyscalculia is present.
[Watch: Early Warning Signs of Dyscalculia]
Dyscalculia Causes

When considering dyscalculia, most people are actually thinking of developmental dyscalculia - difficulties in acquiring and performing basic math skills. Exact causes for this type of dyscalculia are unknown, though research points to issues in brain development and genetics (as the disability tends to run in families) as possible causes.

Acquired dyscalculia, sometimes called acalculia, is the loss of skill in mathematical skills and concepts due to disturbances like brain injury and other cognitive impairments.

Dyscalculia Diagnosis

Dyscalculia appears under the "specific learning disorder" (SLD) section in the Diagnostic and Statistical Manual of Mental Disorders 5th Edition (DSM-5). For an SLD diagnosis, an individual must meet these four criteria:

Individuals with dyscalculia exhibit at least one of six outlined symptoms related to difficulties with learning and using academic skills. Difficulties with mastering number sense and mathematical reasoning are included in the list.

The affected academic skills are below what is expected for the individual's age, which also cause trouble with school, work, or daily life.

The learning difficulties began in school, even if problems only became acute in adulthood.

Other conditions and factors are ruled out, including intellectual disabilities and neurological disorder, psychosocial adversity, and lack of instruction.

Individuals whose learning difficulties are mostly math-based may be diagnosed with "SLD with impairment in mathematics," an SLD subtype equivalent to dyscalculia.

Diagnostic evaluations for dyscalculia are typically carried out by school psychologists and neuropsychologists, though child psychiatrists and school health services and staff may play a role in evaluation. Adults who suspect they have dyscalculia may be referred to a neuropsychologist by their primary care provider.

There is no single test for dyscalculia. Clinicians evaluate for the disorder by reviewing academic records and performance in standardized tests, asking about family history, and learning more about how the patient's difficulties manifest in school, work, and everyday life. They may also administer diagnostic assessments that test strengths and weaknesses in foundational mathematical skills. Tools like the PAL-II Diagnostic Assessment (DA), the KeyMath-3 DA, and the WIATT-III are commonly used when evaluating for dyscalculia.

Dyscalculia Treatment and Accommodations

Like other learning disabilities, dyscalculia has no cure and cannot be treated with medication. By the time most individuals are diagnosed, they have a shaky math foundation. The goals of treatment, therefore, are to fill in as many gaps as possible and to develop coping mechanisms that can be used throughout life. This is typically done through special instruction, accommodations, and other interventions.

Under the Individuals with Disabilities Education Act ( IDEA), students with dyscalculia are eligible for special services in the classroom. Dyscalculia accommodations in the classroom may include:

allowing more time on assignments and tests

allowing the use of calculators

adjusting the difficulty of the task

separating complicated problems into smaller steps

using posters to remind students to basic math concepts

tutoring to target core, foundational skills

providing supplemental information via

computer-based interactive lessons

hands-on projects

If left untreated, dyscalculia persists into adulthood, leaving many at a disadvantage when it comes to higher education and workplace success. Adults with dyscalculia, however, may be entitled to reasonable accommodations in their workplace under the Americans with Disabilities Act ( ADA). They can also commit to brushing up on math skills on their own or with the help of a trained educational psychologist. Even the most basic improvements in math skills can have long-lasting impacts on day-to day life.
[Download This Guide to Neurofeedback]
Dyscalculia At a Glance

Comorbidity with ADHD
· Dyscalculia is present in about 11 percent of children with attention deficit hyperactivity disorder (ADHD or ADD).

Suggestive Symptoms
· Slow to develop counting and math problem-solving skills
· Trouble understanding positive versus negative value
· Difficult recalling number sequences
· Difficulty computing problems
· Problems with time concepts
· Poor sense of direction
· Difficulty completing mental math

Professional to See
Evaluation should be conducted by a school psychologist or special education professional. School supports may be provided by special education professionals and/or your child's classroom teacher.

Treatments & Medications
· There is no medication to treat learning disabilities
· Your child may qualify for an IEP to receive special-education services including math supports

Recommended Resources
· LDAAmerica.org
· NCLD.org
· LDOnline.org
· WrightsLaw.com
·The Misunderstood Child, Fourth Edition: Understanding and Coping with Your Child's Learning Disabilities (#CommissionsEarned) by Daniel Ansari, Ph.D.

Dyscalculia: Next Steps

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What Is Dyscalculia? Math Learning Disability Overview

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Dyscalculia is a learning disability that makes math challenging to process and understand. Symptoms range from difficulty with counting and basic mental math to trouble with telling time and direction. Learn more about this math learning disability, including potential causes and treatments here.

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The Dyscalculia Centre provides a range of information on dyscalculia which can be accessed through the headings above.

If you are interested in being tested yourself for dyscalculia or testing a child there are details in these articles:
Testing: information for teachers Testing: information for parents Testing: information for adults who think they may be dyscalculia SUPPORT MATERIALS Books of activities to support dyscalculic adults and children
The Dyscalculia Centre has also published several books that can be used to help dyscalculic people of all ages overcome their difficulties with maths. These books are intended to be used by the dyscalculic person working alongside a teacher or a friend who has average ability in maths. They are also suitable for a parent who wishes to help her or his child.

Ordering details are given at the end

Dyscalculia activities 1: addition to division: - copiable resource of activities to teach the four basic functions to children

Dyscalculia activities 1: addition to division works from the basis that virtually everyone who has particular difficulties with mathematics has problems because they have failed to grasp one or more of the fundamental principles of maths, and it is this that causes their subsequent problems. The book goes through these fundamentals using a multi-sensory approach alongside conventional notation of maths.

It is not anticipated that most people will need to work through the whole book; rather the volume is constructed so that the teacher can direct the pupil to work on specific topics in order to clarify issues previously misunderstood.

You will also need to provide a series of coloured counters (such as those used with games of Ludo or tiddlywinks) and for some of the later work, a set of cards.

Dyscalculia activities 1: addition to division is supplied as a download so that you can print out whatever sections you need. Order code: T1654 £14.95

Available as a download only.To see sample pages please click here

Dyscalculia activities 2: shapes, fractions, percentages

This volume follows on from "Practical Activities" and uses the same multi-sensory techniques that have proved successful in the earlier book. As before the book comes as a photocopiable volume and requires no additional equipment or materials save for a collection of coloured counters.

One of the huge benefits of this approach is that it not only works with those who have the genetic disorder which gives rise to dyscalculia, it also benefits those children who are failing to grasp mathematical concepts because of interrupted schooling, home problems or even a maths aversion which has developed because of early failure. Experience suggests that a short period of using multi-sensory techniques can be enough to overcome such problems and bring the pupil back to the class average.

Each activity within the book can be completed within a maximum of ten minutes, thus allowing the teacher or parent to stop the work the moment the child shows signs of maths-aversion, frustration or tiredness.
Order code: T1719 £14.95
Available as a download only. To see sample pages please click here

Dyscalculia activities 3: Time and timetables - book of activities for pupils and students who have difficulty telling the time, following the sequence of days, weeks, months, seasons, etc

Time is the ultimate sequence, and children who master the concept of time usually overcome all their problems with sequencing and also find many concepts in maths much easier to handle. Indeed it is noticeable that many children who have difficulties with maths also have particular difficulties with the concept of time.

Dyscalculia activities 3: Time and timetables contains exercises and activities that are designed to overcome such problems and ensure that children have a full ability to handle all the concepts of time - from the passing of seasons to the use of the 24 hour clock and the reading of timetables.

The book contains a range of straightforward tests which will reveal where the child's particular problems lie. This is followed by a series of activities covering all aspects of time. These activities can be undertaken in the classroom and can be photocopied and taken home. Indeed those children who are able to do five minutes homework a day on the subject of time will find that their understanding of time develops extremely quickly.

The book is available in photocopiable format which means that the activities can be shared with other staff in your department.
Order code: T1712 £14.95
Available as a download only. To see sample pages please click here.

You can order any of these resources

for immediate download from our on-line shop

with a school order number by email to This email address is being protected from spambots. You need JavaScript enabled to view it.

by phone to 01604 880 927 again with a school order number or credit card

with a cheque by post to Schools.co.uk, 1 Oathill Close, Brixworth, Northampton, 9BE. Please make cheques payable to Websites and Blogs Ltd

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The Dyscalculia Information Centre - The Dyscalculia Information Centre

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Dyscalculia and access arrangements for exams and assessments

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Dyscalculia and access arrangements for exams and assessments

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Dyscalculia and access arrangements for exams

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Poster - resource design for Dyscalculia 

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Poster - resource design for Dyscalculia 

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https://accessibility-manual.dwp.gov.uk/tools-and-resources/accessibility-posters#designing-for-users-with-dyscalculia-or-low-numeracy-skills

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Revision Guide - Maths GCSE (Foundation)

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Revision Guide - Maths GCSE (Foundation)

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Our Maths GCSE (Foundation) Revision Guide has been designed to improve students' understanding and confidence. Includes free digital version and assessments.

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Perfect for practicing large numbers.

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Big and chunky 10 sided dice for exploring, number and place value and covering units up to millions.

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Print these math worksheets now to make math fun and easy for the kids. All they need to fill the equations in the blank to brush up on their math skills.

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Great for lower levels and Dyscalculia

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Save up to 5% when you schedule repeat deliveries.
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Save 5% when you schedule repeat deliveries of 5 or more products in one delivery to one address.

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Meetory Magnetic Fraction Tiles & Fraction Circles

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Meetory 102 Pcs Magnetic Fraction Tiles & Fraction Circles - Math Manipulatives for Preschool Elementary School Educational Resources Classroom Educational Kit : Amazon.co.uk: Stationery & Office Supplies

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Great for lower levels and Dyscalculia

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Learning Resources Cuisenaire Rods Plastic Introductory Set, White, Packaging may vary : Amazon.co.uk: Outlet

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Generally a Paid for service but have a number of free resources on their website.

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Why is the exam only £99 with the MathsHub?

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Use the on-screen protractor to measure the size of the given angles as accurately as you can.

This is level 1; Estimate the size of the acute angle using the correct protractor scale.

Description of Levels

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Level 1 - Estimate the size of the acute angle using the correct protractor scale

Level 2 - Estimate the size of the obtuse angle using the correct protractor scale

Level 3 - Read accurately the size of the angle given by three letters

Level 4 - Position the protractor to measure the size of acute angles

Level 5 - Position the protractor to measure the size of obtuse angles

Level 6 - Position the protractor to measure the size of reflex angles

Level 7 - Position the protractor to measure the size of angles less than 360 o

More on this topic including lesson Starters, visual aids and investigations.

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Curriculum Reference

Video

Don't wait until you have finished the exercise before you click on the 'Check' button. Click it often as you work through the questions to see if you are answering them correctly. You can double-click the 'Check' button to make it float at the bottom of your screen.

Answers to this exercise are available lower down this page when you are logged in to your Transum account. If you don't yet have a Transum subscription one can be very quickly set up if you are a teacher, tutor or parent.

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Close

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Use the on-screen protractor to measure the size of the given angles as accurately as you can.

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Converting Fractions, Decimals, and Percents Guided Notes Doodle Math Wheel

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Converting Fractions, Decimals, and Percents Guided Notes Doodle Math Wheel

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Source

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JavaScript is not active on your browser. This webite requires JavaScript in order to function.

Use basic math skills to solve a crossword-type puzzle

The cross-number puzzle replaces the words in a crossword with numeric digits, and math equations replace the word hints. The larger the puzzle you select, the larger the maximum size of the numbers that go into the grid, as well as the more difficult the math problems. You can select the kind of math problems to use, so this puzzle can be made to be solvable by students who are only proficient with their multi-digit addition skills.

Copyright © 2002-2023 WorksheetWorks.com All Rights Reserved.

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teaching materials worksheets printables math fractions handwriting geometry homeschooling classroom teachers parents geography spelling language puzzles

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Create a worksheet: Use basic math skills to solve a crossword-type puzzle

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Source: Teachers Pay Teachers

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Courtesy of @miss_aird

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How I Wish I'd Taught Maths - Craig Barton

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How I Wish I'd Taught Maths - Craig Barton

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How I Wish I’d Taught Maths: Lessons learned from research, conversations with experts, and 12 years of mistakes: Reflections on research, conversations with experts, and 12 years of mistakes

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Buy How I Wish I’d Taught Maths: Lessons learned from research, conversations with experts, and 12 years of mistakes: Reflections on research, conversations with experts, and 12 years of mistakes by Craig Barton (ISBN: 9781911382492) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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How to Teach Maths: Understanding Learners' Needs - Steve Chin

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How to Teach Maths: Understanding Learners' Needs - Steve Chin

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How to Teach Maths: Understanding Learners’ Needs

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Buy How to Teach Maths: Understanding Learners’ Needs 1 by Chinn, Steve (ISBN: 9780367862718) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Maths Anxiety: Solving the Equation -  Heidi Kirkland, Thomas Hunt

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Maths Anxiety: Solving the Equation -  Heidi Kirkland, Thomas Hunt

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Solving the Equation

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Maths Anxiety is a very common experience, reported by people around the world. This book will help all teachers of Maths, from primary education to secondary and beyond, to better understand Maths Anxiety and learn how we can address this within our classrooms, creating a more positive learning environment for all.
Supported by research, case studies, and anecdotes, this highly practical book explores and provides answers to the following questions: What is Maths Anxiety?
Who experiences it?
C