### Engaging Students, Developing Confidence, Promoting Independence

#### How do we develop positive attitudes towards mathematics and learning mathematics?

– Use a wide range of tasks and resources

– Enthusiastic teachers, with a ‘can do’ positive attitude

– Plenty of opportunities for students to experience success

– Hands-on approaches to learning

– Use real life examples and explore links with other subjects

– Offer positive role models of mathematicians

– Maths Clubs – e.g. older students mentoring younger students

– Posters publicising maths

– Share learning with parents (e.g. maths evenings to encourage positive attitudes amongst parents)

– ‘Make it enjoyable’: Maths challenges, competitions, puzzles of the month, celebrate achievements

– Enthusiastic teachers, with a ‘can do’ positive attitude

– Plenty of opportunities for students to experience success

– Hands-on approaches to learning

– Use real life examples and explore links with other subjects

– Offer positive role models of mathematicians

– Maths Clubs – e.g. older students mentoring younger students

– Posters publicising maths

– Share learning with parents (e.g. maths evenings to encourage positive attitudes amongst parents)

– ‘Make it enjoyable’: Maths challenges, competitions, puzzles of the month, celebrate achievements

#### How do we develop confident learners who are able to work independently and willing to take risks?

– Acknowledge all contributions positively, encourage learning from mistakes, welcome wrong answers as the springboard to new understanding

– Use positive language

– Encourage independent and small group research

– Value different approaches to solving problems

– Use positive language

– Encourage independent and small group research

– Value different approaches to solving problems

#### How do we develop good communicators – good at listening, speaking and working purposefully in groups?

– Plan lessons which focus on group work

– Set ‘group-worthy’ tasks that offer plenty to talk about

– Set a rule that groups are not ‘allowed’ to move on until all the students understand

– Allow time for presentation of findings

– Set the rule: “Don’t ask the teacher – ask at least three other students first”

– Teachers take a step back and ask students to explain to the class their methods and reasoning

– Teachers question the answers, rather than answer the questions

– Mix up groups – expect students to take on a variety of roles and work with a variety of people

– Ask students to prepare tests and answers for younger age group

– Ask students to make a podcast or film on a given topic

– Set ‘group-worthy’ tasks that offer plenty to talk about

– Set a rule that groups are not ‘allowed’ to move on until all the students understand

– Allow time for presentation of findings

– Set the rule: “Don’t ask the teacher – ask at least three other students first”

– Teachers take a step back and ask students to explain to the class their methods and reasoning

– Teachers question the answers, rather than answer the questions

– Mix up groups – expect students to take on a variety of roles and work with a variety of people

– Ask students to prepare tests and answers for younger age group

– Ask students to make a podcast or film on a given topic

#### How do we develop students who have appropriate strategies when they get stuck?

– Offer higher-order, open ended tasks to get students used to being ‘stuck’

– Encourage students to explain their difficulty to the rest of the class – vocalise the problem, “say it out loud”. Follow-up with an open discussion of the options available

– Offer easy access to a variety of resources

– Offer tasks in which students have to identify and correct errors and encourage similar reflection on their own work

– Create a culture in which ‘thinking outside the box’ is valued

– Encourage students to explain their difficulty to the rest of the class – vocalise the problem, “say it out loud”. Follow-up with an open discussion of the options available

– Offer easy access to a variety of resources

– Offer tasks in which students have to identify and correct errors and encourage similar reflection on their own work

– Create a culture in which ‘thinking outside the box’ is valued

#### How do we develop lessons that maintain the complexity whilst making the mathematics accessible?

– Gradually increase the complexity of tasks

– Give plenty of time to engage in and ‘solve’ problems – the process is more important than the answer

– Use investigational tasks which can be accessed by everyone but can have different levels of outcome – low threshold, high ceiling tasks

– Be positive about any steps students take towards solving the problem, however small

– Present tasks in different formats

– Encourage a supportive environment in which students work together, discuss ideas and turn to each other for help

– Give plenty of time to engage in and ‘solve’ problems – the process is more important than the answer

– Use investigational tasks which can be accessed by everyone but can have different levels of outcome – low threshold, high ceiling tasks

– Be positive about any steps students take towards solving the problem, however small

– Present tasks in different formats

– Encourage a supportive environment in which students work together, discuss ideas and turn to each other for help

#### How do we develop students’ ability to make connections (e.g. see/utilise different aspects of mathematics in one context, see applications in other areas)?

– “Where have we seen this before?”

– Present problems that can use many areas of maths

– Present open problems which allow students to ask their own questions and develop the need to learn something new

– Present problems based on real life and cross curricular contexts

– Invite outside speakers and professionals to discuss the use of maths in their jobs

– Present problems that can use many areas of maths

– Present open problems which allow students to ask their own questions and develop the need to learn something new

– Present problems based on real life and cross curricular contexts

– Invite outside speakers and professionals to discuss the use of maths in their jobs

#### How do we develop critical learners who value and utilise differences (e.g. different approaches/ routes to solution)?

– Encourage group work, peer assessment, rotation feedback, discussion

– Change the composition of groups regularly

– Ask key questions:

– Change the composition of groups regularly

– Ask key questions:

What are the strengths and weaknesses of this method?

When might you use this method?

When might you use this method?

– Encourage contributions from all the students

– Require students to explain their solution

– Emphasise method rather than outcome

– Bring students together for mini-plenaries to share and compare approaches

– Set problems which can be solved in a variety of ways

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