‘exchange rate’ etc. all refer to the idea of multiplying one variable/measure to give a different one.


The biggest tip I could give anyone for teaching maths is to make sure we teach the idea, that we know the models, and that language is consistent through the idea and its connections with other ideas.


Peter Mattock is a maths teacher and an accredited secondary maths professional development lead, who regularly presents at conferences across the country. He was a


member of the first cohort of specialists trained in mastery approaches by the National Centre for Excellence in the Teaching of Mathematics (NCETM).


MEMBER OFFER SET members can claim 20 per cent off the RRP of Peter’s book, Visible Maths. Using Representations And Structure To Enhance Mathematics Teaching In Schools, when ordered directly from Crown House Publishing. Use discount code SET20 when prompted. This offer is valid until 31 December, 2019.


By Valeria Panyko Teaching maths for resit classes in an FE college is a challenge. It’s a challenge that can be hugely rewarding once we open our students’ minds and interest towards the subject, and planning meaningful activities can help us to achieve this. My experience shows that students are more likely to apply themselves when the


problems are presented in smaller chunks (like cards) and they have the freedom of choice either in creating or using them. I often bring various card-based activities to my lessons, but it proved to be the most effective when my students create cards and games with their own rules. I often refer to Bloom’s Taxonomy and explain to my students that designing a high-level question (and finding their answers, of course) shows how competent they are in that specific topic. It not only increases their self-esteem and motivation but has the ‘fun’ factor too. My


role is to make sure that the level and the content are appropriate to the level of study and that the answers on the back of the cards are correct. Learners often create exit cards (based on what they have learned during the lesson)


or revision cards. They can work in groups, in pairs or individually. The key is to bring these cards back to the lessons and to use them in various ways (for example, independent work or group discussion).


Valeria Panyko is a maths teacher at Croydon College. She holds Advanced Teacher Status (ATS) and is a Fellow of SET.


By Terry Sharrock Promote a positive message about maths. Recognise how often we use maths in our everyday life without noticing it. Think about crossing a road. How many calculations go


into estimating the length of crossing, speed of walking, and the distance and speed of approaching cars, before we calculate whether we will get across in time? If you say “I can’t do maths”, you’re saying “I can’t cross the road”! Show at least as much, and preferably more, interest in


the process as well as the answer. When learners answer any question involving calculations, say: “That’s brilliant. How did you get that answer?” It forces them to verbalise their thinking, and others listening will learn or come up with their own way of doing it. Give as much praise to effort as to the correct answer. Reinforce skills of resilience and perseverance, even if they don’t find an answer. Promote the feeling that maths can get better with effort. We may all not be mathematical geniuses, but we can all get better. Have two rules in learning maths: you must have fun and


you must make mistakes. MISTAKES = Means I Start To Acquire Knowledge, Experience (and) Skills!


Terry Sharrock is a teacher, Ofsted inspector, author and consultant specialising in staff training on embedding maths and English.


MEMBER OFFER SET members are eligible for a 20 per cent discount on Terry’s books Embedding English and Maths and Improving Learning Through Lesson Observation when ordered directly from Critical Publishing. Use discount code TS2019 when prompted. The offer is valid until 31 December, 2019.


By Emma McCrea We are all prone to forgetting. This is due to a feature of the memory called interference, the process of forgetting that occurs naturally over the passage of time. It explains why our students seem to forget what we teach them. To overcome this we must provide regular opportunities for them


to retrieve prior learning. The easiest way to do this is to create a starter whereby students answer questions from topics that were taught last lesson, last week, last month and beyond. Use mini whiteboards as often as possible to get ‘in the moment’


feedback from students so that when we uncover that they don’t know something, we are able to fix it. Finally give careful thought and consideration to the selection


and order of the worked examples you plan to share with students during the explanation. Well-chosen examples will draw the students’ attention to the important features you wish to highlight and help them connect to their prior knowledge. Manage cognitive load and provide scaffold by using worked example pairs and incomplete worked examples, whereby one or more steps are missing from a worked example and students must complete them.


Emma McCrea is a senior lecturer at the University of Brighton, specialising in the design and delivery of evidence-informed teacher training for both trainee and experienced teachers. She has worked with the National Centre for Excellence in the Teaching of Mathematics (NCETM), Mathematics in Education


and Industry (MEI) and Maths Hubs.


MEMBER OFFER SET members are eligible for a 20 per cent discount on the RRP of Emma’s book, Making Every Maths Lesson Count, when ordered directly from Crown House Publishing. Use code SET20. The offer is valid until 31 December, 2019.


InTUITIONMATHS • AUTUMN 2019 13


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