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Continuous Professional Development
"Continuing professional development is important because it ensures you continue to be competent in your profession. It is an ongoing process and continues throughout a professional’s career."
https://www.ncetm.org.uk/resources/21049

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Outdoor Math

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"Outdoor learning experiences are often remembered for a lifetime. Integrating learning and outdoor experiences, whether through play in the immediate grounds or adventures further afield, provides relevance and depth to the curriculum in ways that are difficult to achieve indoors." 

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"Outdoor learning experiences are often remembered for a lifetime. Integrating learning and outdoor experiences, whether through play in the immediate grounds or adventures further afield, provides relevance and depth to the curriculum in ways that are difficult to achieve indoors." 

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https://education.gov.scot/Documents/cfe-through-outdoor-learning.pdf

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"There is strong evidence that good quality learning outside the classroom adds much value to classroom learning. It can lead to a deeper understanding of the concepts that span traditional subject boundaries and which are frequently difficult to teach effectively."

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"There is strong evidence that good quality learning outside the classroom adds much value to classroom learning. It can lead to a deeper understanding of the concepts that span traditional subject boundaries and which are frequently difficult to teach effectively."

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https://www.ncetm.org.uk/resources/9268

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Differentiation through questioning
"Using good questioning offers progressive and productive challenge to a child’s learning" (Fisher, 2005).

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Math for SEND
This booklet gives tutors and trainees information about subject-specific issues in the mathematics curriculum for pupils with SEN and/or disabilities. It offers a straightforward introduction to planning inclusive mathematics lessons
https://dera.ioe.ac.uk/13798/1/mathematics.pdf

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Whole school approaches

"A whole-school approach is vital to improving children’s emotional health and well-being, helping to keep them safe, improve behaviour and raise achievement."
https://www.coramlifeeducation.org.uk/whole-school-approach

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https://mathsnoproblem.com/blog/teaching-practice/effective-questioning/

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Deeper understanding of mathematics
https://www.tes.com/teaching-resources/blog/deepening-understanding-primary-maths

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Math Cross Curricular links

"Cross-curricular learning is a way to combine different school subjects to deliver a curriculum that children find engaging and enjoyable."

https://thirdspacelearning.com/blog/cross-curricular-learning-everyday-maths/

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"Using Mathematics is one of the three Cross-Curricular Skills at the heart of the curriculum. It is the skill of applying mathematical concepts, processes and understanding appropriately in different contexts. Ideally, teachers will use relevant, real-life situations that require mathematical thinking."
https://ccea.org.uk/key-stages-1-2/curriculum/using-mathematics

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Mental health in math
https://www.prodigygame.com/blog/math-anxiety/

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https://www.theguardian.com/education/2019/mar/14/maths-anxiety-causing-fear-and-despair-in-children-as-young-as-six

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Current attainment comparisons.

In 2018, PISA reported six Asian countries, including Singapore and China, had the largest share of pupils that scored at higher level, leaving the UK ranked sixteen countries below (OECD, 2019).

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Impact of mathematics on life long learning.

Impacts of lifelong learning upon emotional resilience, psychological and mental health: fieldwork evidence

https://www.tandfonline.com/doi/abs/10.1080/0305498042000303008
"Curious minds have been solving humanity’s biggest conundrums for centuries by harnessing the power of mathematics"(Audsley, 2019).

https://www.phdstudies.com/article/6-reasons-to-study-mathematics/

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https://static1.squarespace.com/static/543e665de4b0fbb2b140b291/t/58aaeac429687f223f0ff369/1487596235907/FEA+Numeracy+Report_FV.pdf

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Mathematical language

Boyd and Ash (2018) found in their study that pupils in a Year 3 class being taught the mastery approach (with a focus on mathematical vocabulary and stem sentences) could reason drastically better than pupils in Year 6 who were not being taught through the mastery approach and had limited emphasis on vocabulary .

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Influence of Dweck

Dweck (2014) supports the importance of positive feedback on efforts over outcomes as it can create a growth mind set culture throughout the classroom.  She advocates the use of a ‘not yet grade’, believing that using the word ‘yet’ or ‘not yet’ give children confidence and create persistence.

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Using well planned lessons

Brown (2009) states that the first and last ten minutes are as critical as the main body of the lesson.  The plenary can clarify what has been learnt; consider how it fits with previous knowledge, be a time for reflection and a consideration of room for improvement.

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Feedback
"Instant Feedback is an important and necessary part of any teacher’s career path. Whether they’re in their first, fifth or fifteenth year of teaching, feedback from senior leaders, peers and reviews is critical to identifying performance weaknesses and strengths, providing teachers with opportunities to grow and develop their practice".(Herbert-Smith, 2018)

https://blog.irisconnect.com/uk/blog/the-importance-of-effective-feedback-in-a-coaching-session

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Traditional V's Progressive teaching
https://educationendowmentfoundation.org.uk/news/eef-blog-the-danger-of-oversimplifying-the-traditional-vs-progressive-debat/

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Collaborative learning

The Education Endowment Foundation (EEF, 2018) reports that, with over forty years of systematic reviews and meta- analyses, collaborative learning provides a consistent positive impact on learning

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Inclusive environments

Research proves that an inclusive environment where pupils feel valued and have a belonging mindset promotes a better physical and mental health (Walton and Cohen, 2011), improves pupils motivation, raises grade, and reduces racial, gender, and social gaps. Furthermore, promoting inclusive disciplines amongst negatively stereotyped pupils can reduce attainment gaps (Rattan et al, 2015).

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The United States must improve its students' educational achievement. Race, gender, and social class gaps persist, and, overall, U.S. students rank poorly among peers globally. Scientific research shows that students' psychology-their "academic mindsets"-have a critical role in educational achievement. Yet policymakers have not taken full advantage of cost-effective and well-validated mindset interventions. In this article, we present two key academic mindsets. The first, a growth mindset, refers to the belief that intelligence can be developed over time. The second, a belonging mindset, refers to the belief that people like you belong in your school or in a given academic field. Extensive research shows that fostering these mindsets can improve students' motivation; raise grades; and reduce racial, gender, and social class gaps. Of course, mindsets are not a panacea, but with proper implementation they can be an excellent point of entry. We show how policy at all levels (federal, state, and local) can leverage mindsets to lift the nation's educational outcomes.

References

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Howley, C. B., Howley, A. (2010). Disabusing small-schools reformism: An alternative outlook on scaling up and down. In Kovacs, P. E. (Ed.), The Gates Foundation and the future of US "public" schools (pp. 104-125). New York, NY: Routledge.
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O'Rourke, E., Haimovitz, K., Ballweber, C., Dweck, C. S., Popovic, Z. (2014). Brain points: A growth mindset incentive structure boosts persistence in an educational game. In CHI '14: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems (pp. 3339-3348). New York, NY: Association for Computing Machinery.
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Paunesku, D., Walton, G. M., Romero, C., Smith, E. N., Yeager, D. S., Dweck, C. S. (2015). Mind-set interventions are a scalable treatment for academic underachievement. Psychological Science, 26, 784-793. doi:
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U.S. Department of Education . (2015). Long-term trend mathematics, age 17, by Gender, Race, and National School Lunch Program eligibility, 1978-2012 (NAEP Data Explorer). Retrieved from http://nces.ed.gov/nationsreportcard/lttdata.
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Walton, G. M., Logel, C., Peach, J., Spencer, S., Zanna, M. P. (2014). Two brief interventions to mitigate a "chilly climate" transform women's experience, relationships, and achievement in engineering. Journal of Educational Psychology, 107, 468-485. doi:
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Yeager, D. S., Paunesku, D., Walton, G., Dweck, C. S. (2013, May). How can we instill productive mindsets at scale? A review of the evidence and an initial R&D agenda. White paper prepared for the White House meeting on "Excellence in Education: The Importance of Academic Mindsets", Washington, DC.
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Leveraging Mindsets to Promote Academic Achievement: Policy Recommendations - Aneeta Rattan, Krishna Savani, Dolly Chugh, Carol S. Dweck, 2015

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The United States must improve its students' educational achievement. Race, gender, and social class gaps persist, and, overall, U.S. students rank poorly among peers globally. Scientific research shows that students' psychology-their "academic mindsets"-have a critical role in educational achievement. Yet policymakers have not taken full advantage of cost-effective and well-validated mindset interventions.

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Offsite visits and opportunities

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Importance of teachers working collaboratively

"Working in a collaborative environment requires time and commitment."(Cox, 2019)

https://learn.teachingchannel.com/blog/2014/07/18/power-of-teacher-collaboration-nea

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Working walls

”Learning walls track the development of an idea or act as spark of the imagination... but then really takes off and ends up underpinning lots of your teaching” (Bryce- Cegg, 2013, pp36).

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Visiting a museum can offer opportunities for teaching math. Looking at the enigma machine used for creating hidden codes using numbers in World War 2.

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OFSTED

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Subject knowledge

It is essential that teachers are confident in all aspects of subject knowledge in a forever advancing curriculum.

Present Concerns -

Newall (2019), reports that some teachers avoid further discussion which makes learning of mathematics more robust and gives the skills to answer more rigorous challenges.

The NCETM (2019) reported that consistently strong subject knowledge had only been embedded in some teachers in visited schools, within their study on the implementation of mathematics mastery.

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Mathematical mindsets
"Children with a fixed mindset are more likely to give up easily whereas children who have a growth mindset will keep going even if the work is hard showing persistence in their learning"(Duckworth and Quinn, 2009 cited in Boaler, Dweck,  2016).

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https://www.sgsts.org.uk/SchoolSupport/MathsCurriculum/Shared%20Documents/Ofsted%20Good%20Practice%20in%20Primary%20Mathematics%20Report%20Summary.pdf
"These changes will move Ofsted’s focus away from headline data to look instead at how schools are achieving these results, and whether they are offering a curriculum that is broad, rich and deep, or simply teaching to the test"(Spielman, 2018).
://thirdspacelearning.com/blog/new-ofsted-inspection-framework-2019/

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White Rose Math
“To teach for mastery is to teach with the highest expectations for every learner, so that their understanding is deepened, with the aim that they will be able to solve non-standard problems in unfamiliar concepts”(Drury, 2019).

https://whiterosemaths.com/who-we-are/about-white-rose-maths/

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Concrete Pictorial Abstract approach

The teaching approach
was originally based on the idea of Jerome Bruner in 1960. CPA approach consists of three stages
where students learn through physical manipulation of concrete objects, followed by learning
through a pictorial representation of a concrete manipulation, and ends with solving problems using
abstract notation (Witzell, 2005).