1 Why? The What? The How? And some ideas01 WINTER Template Resilience … Why? The What? The How? And some ideas Saturday 8th April
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5 05 Doesn’t all learning require resilience?The “why?” .. Mathematical Resilience …. Doesn’t all learning require resilience? Is “maths anxiety” a thing? Why is it different to other subjects? Or … the ramblings of a mad woman
6 Clare Lee and Sue Johnston-Wilder06 WINTER The “what?” .. Mathematical Resilience …. Template that quality by which some students approach mathematics with confidence in a successful outcome to their effortful work, persistence in the face of difficulty and a willingness to discuss, reflect and research Clare Lee and Sue Johnston-Wilder Or … the ramblings of a mad woman Resilience is the ability to .. believe they can solve a problem and to make a start (at least) and not just put their head on the table … Mel Muldowney
7 Simples eh? 07 The “how?” .. Mathematical Resilience ….According to Johnston-Wilder & Lee, to develop mathematical resilience students must be given the opportunity to: • Learn sufficient mathematical vocabulary and ways of expression to engage in mathematical conversations, question concepts, work collaboratively, think mathematically and build understanding. This means that pupils have to use mathematical words and ways of expression for themselves, and not only listen to their teachers using the mathematical language. • Make mistakes and take wrong turns, so that ultimately develop the belief that if they persevere they will be far more likely to succeed. • Extend their ability to experiment and try out ideas in a mathematical environment and, in our experience, discover that they enjoy it. • Seek solutions to significant problems. Working on such problems will require pupils to try things out, to make and recognise mistakes for themselves and work for an extended time with other people to produce a well-reasoned solution. • Acquire a reflective and thoughtful stance towards mathematics. They will know that, if they think hard, talk to others, read about mathematical ideas and reflect on the information gained, they will be able to make headway with seemingly difficult ideas and problems. Simples eh? Or … the ramblings of a mad woman
8 03 The “how?” .. Mathematical Resilience …. My version6 key principles: Maths ability is not genetic Numerosity is the foundation on which we build Dealing with misconceptions and mistakes Progressive examples Deliberate (intelligent?) practice with a twist Learning is not always easy! Or … the ramblings of a mad woman MY VERSION
9 04 Numerosity We need to improve basic skillsStudents need to be able to the language of maths Or … the ramblings of a mad woman
10 05 Dealing with misconceptions and mistakes It’s OK to make mistakesMisconceptions or mistakes? – signpost them! Celebrate mistakes! Or … the ramblings of a mad woman ADD 2 is the magic number Spot the mistakes …. Enviroment OK to make mistakes
11 WINTER 06 Template Progressive examplesOr … the ramblings of a mad woman
12 07 Deliberate practice or teaching by “stealth”?Low threshold High Ceiling Almost anything from Nrich or Don Steward BUT Water takes the path of least resistance
13 03 Reducing the cognitive load …. Or … the ramblings of a mad womanMY VERSION
14 04 Other ideas …. Or … the ramblings of a mad woman The QR Cube …Anything that gets them comfortable at “playing” with numbers and logic problems Four 4’s Krazy dads website Or … the ramblings of a mad woman
15 05 What a ride! Or … the ramblings of a mad woman
16 06 Contact me Or … the ramblings of a mad woman