Editors’ Page

Supporting the Assessment of SEND 3

Dan Blundred and Amy Vigus kindly offered to provide an
insight into what they are doing at Ormiston Meridian Academy
in Stoke.

Moving forward 8
Natalie Kerslake has a real passion for helping her colleagues to
better understand and support children with dyscalculia. Here
she shares her views on the way forward at her school.

Maths in a time of Covid 9

Lucy Rycroft-Smith - a long-term friend and supporter of Equals
got in touch to share some lessons learned during the past 12
months!

A manifesto for SEND 12

During an on-line training course forty people were consulted
on their views on what should be done now to support pupils
with SEND. In this piece Alan Edmiston shared what was said.

Ideal Maths Policy 13

Editorial Team: In a very prescient piece Mark Pepper ponders some answers
Kirsty Behan to the question: In an ideal world in which there were no
Carol Buxton restraints or restrictions, what would consist of an efficient
Alan Edmiston
Peter Jarrett maths teaching policy aimed at the creation of effective
Louise Needham teaching and learning strategies?
Nicky White

Letters and other material for the

Don’t imply that or
attention of the Editorial Team to be sent How children jump to the wrong conclusion 19
by email to: edmiston01@[Link] From her treasure trove of teaching wisdom Fiona Allen reflects
©The Mathematical Association upon the impact of the words teachers use upon the thinking of
The copyright for all material printed their students.
in Equals is held by the Mathematical
Association
Sticking points in maths teaching and learning – 24
Advertising enquiries: Charlotte Dyason
charlotted@[Link] global issues, local solutions
D: 020 3137 9119 From a global perspective Pete Jarrett uses this article to
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Book review: ‘How We Learn’ by Stanislas Dehaene 28
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Fax: 0116 212 2835 reviewed by Alan Edmiston
(All publishing and subscription Alan Edmiston shares his views on a book that seeks to provide
enquiries to be addressed here.)
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Designed by Nicole Lane by the latest knowledge from neuroscience.
The views expressed in this journal
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Mathematical Association.

Summer 2021 Vol. 26 No. 2

1
 Editors’ Page
Welcome to the Summer 2021 edition of Equals
Kirsten’s comment My questions
– we hope you enjoy the articles and find them
Scaffolding is a How do people think
a source of inspiration and support. This edition
metaphor for temporary they do this?
can be split into two as the first half deals with
support and refers to What about peer
the impact of the past, difficult and challenging, the role of the teacher support is that part of
twelve months upon all of us. The focus here and assessment. scaffolding?
What is effective
is upon the sharing of the changes people are
assessment and what
making to support their learners. The second
do schools use to do
contains an interesting range of pieces that should this?
help anyone who wishes to develop an inclusive
classroom where all children reach out to fulfil their Explicit instruction is What is it and how do
potential. If any of these articles resonate with you vital. Rosenshine’s Principles
then please let us know as we would be delighted of Instruction apply
to mathematics and
to share what you are doing. Also if you need any
SEND?
advice or support then get in touch as we have a
range of expertise and experience in supporting Cognitive and What theories underpin
metacognitive these and do the adults
school ready and waiting to help.
strategies are in the room model their
important. thinking?
“Having a sharp, well-defined repertoire of
High - quality teaching What is high quality
approaches will help ensure high expectations for
for all. teaching?
all are maintained, next steps are well-informed What are high
and pupils with SEND thrive.” expectations in
mathematics for those
who can be five or
I have recently had cause to read and study the
more years behind their
recent SEND publication from the EEF including peers?
the five key recommendations for mainstream
schools. In addition to this I also managed to
Although I agree with every statement on the left
catch a blog on the same matter by Kirsten Mould
I am not really sure of their true meaning and if
whose closing advice is given above. Rather than
a colleague in my school thinks they mean the
comment upon what she wrote or even the report
same to her as they mean to me. It struck me
itself I want to share the main questions that
that after teaching for 30 years I now have a
occurred to me as I read Kirsten’s blog post.
professional radar that switches on when I hear

Vol. 26 No. 2 Summer 2021

2
phrases like those above. There are so many of With this is mind I will end this editorial with a
these in use in daily educational life that they can series of questions and I look forward to receiving
end up meaning all things to all people or taken your responses and debating this further in the
to justify a particular perspective. Now in the days next edition.
of corporate educational multi-academy trusts I
feel such words are said so often that they can 1. Do you use and implement the guidance in the
become a sort of tribal mantra and with that alarm EEF report? If you do which bits are the most
bells should begin to ring. Before the first lock helpful to you?
down a colleague shared some really interesting 2. How do you view scaffolding? What does it
data that I will repeat here. When comparing look like in your classroom?
lesson observation judgements an agreement of 3. What assessments do you use with your SEND
0.6 was found between HMI’s trained in lesson learners and how do they inform what happens
observation. The point of this for me was if HMI’s in the classroom?
have such a difference of opinion then what about 4. Is explicit instruction part of your repertoire of
the rest of those who observe? Now I know what I approaches?
think a good lesson should look like but would my 5. What does high quality teaching look like
colleague above agree. I wonder how much time to you and what words would you use to
is spent actually unpicking the meaning of phrases describe it?
like those used in the EEF report and how it could 6. What cognitive and metacognitive strategies
apply to mathematics and SEND. are common in your school? Do you even talk
about this aspect of pedagogy?

Supporting the success of SEND students post

lockdown
Dan Blundred (Director of KS3 Achievement and Head of KS3 Maths) and
Amy Vigus (SENDCo) kindly offered to provide an insight into what they
are doing at Ormiston Meridian Academy in Stoke.

There are a number of things that happen in twelve months, and there is no doubt that the task
education that take us by surprise, but nothing of trying to reduce the impact of lost learning time
can compare to the effects and impact of the is monumental. Perhaps when it comes to our
Covid 19 pandemic. Every single student in every SEND learners the impact in many cases has been
single educational setting will have been affected greater and the task of supporting them to achieve
by the disruption to their education over the last the best possible outcomes presents us with even

Summer 2021 Vol. 26 No. 2

3
more challenges. Working alongside our SENCo explosion of platforms such as TikTok, and this in
Amy Vigus, we have put together a brief overview itself will present us with challenges as we start
of the approach that we have taken at Ormiston to return to normality and the ‘real’ world. These
Meridian Academy. missed experiences as a result of the school
closures have meant that SEND students have
First of all, we think it is important to consider how
been largely impacted and school staff are going
students have been affected by the pandemic;
to have to work closely alongside parents/carers
in doing this it has helped us to identify the key
to ensure effective strategies are implemented
areas where students may need further support
quickly and effectively to reduce the long term
and intervention. The most obvious area that has
impact the pandemic may have on these students.
been impacted on from a school perspective is
academic success and Schools reopening does
progress. Although No longer will I take for granted not come without its
many schools went to the opportunity to question and added complications and
great lengths to provide probe the students to build on their new things to consider.
online learning through understanding of a key concept This alongside the
the production of online anxieties that children
resources and in some cases remote teaching, this may be facing only begins to touch the surface
could in no way replicate the learning experience of the job schools have on their hands to ensure
that students would get in the classroom. No the smooth transition back into ‘normal’ school
longer will I take for granted the opportunity to life. That said, it’s also a time of excitement. For
question and probe the students to build on their us, the opportunity to have our students in front
understanding of a key concept, or the chance to of us again is extremely valuable and, I am sure,
produce a pictorial representation of a particular something that will never be taken for granted
maths problem that was proving troublesome. again. Schools have a unique opportunity to play a
All these things have a significant impact in the big part in children’s lives right now and help them
classroom and were more difficult to achieve adjust to the new ‘normal’.
whilst we were delivering remotely. What we
To support our students and in particular our
must not underestimate though, is the social and
SEND students we have taken the following steps:
emotional impact of lockdown. We are social
creatures, and we learn so much by watching, • Prioritise mental health and wellbeing - With

listening to, and interacting with other people an ever-growing focus on mental health within

particularly when we are of school age. Many schools, the impact of a global pandemic

students have missed almost twelve months of is only going to increase the pressures we

social interaction with their peers, their teachers face to ensure the appropriate measures are

and even their extended families. Often their only put into place to support the varying mental

connection to other people was through social health issues presented by students. This

media, which has been demonstrated by the should be at the forefront of every school when

Vol. 26 No. 2 Summer 2021

4
 considering the return of all students, however sending guides to both parents and teachers
the support available may vary from student to explain how to set coloured overlays for
to student. For some, the return to school will students with dyslexia on their devices and
be long overdue and once the initial ‘first day programmes which would support with reading
back’ nerves are out of the way, normality work aloud. With the return to school, this
will resume. For communication has
others, the ability to There is not going to be a one size shifted towards the
‘bounce back’ and fits all approach which schools can sharing of individualised
respond quickly to undertake to support SEND students. strategies tailored to
changes is not a the needs of students
luxury, and it is these students who will need as we slowly adapt to the new norm. This
more careful planning and attention to enable level of rigour around our SEND students and
them to fully immerse themselves back into provision needs to continue now we have
everyday school life. During this time, there returned.
is not going to be a one size fits all approach
• Review the support on offer - For a
which schools can undertake to support
considerable proportion of our SEND students,
SEND students; instead, schools should
it was clear that their primary needs had
aim to collaboratively work together with all
changed and as a result, so had their learning
stakeholders to establish the most effective
requirements. Some students appeared to
actions required for that individual child.
have regressed in confidence and ability
• Effective communication - Communication so additional emphasis has been spent on
during this period of uncertainty is of developing the child’s self-esteem or subject
paramount importance. As a SENCo’s, we specific interventions have been offered. For
play a vital role in ensuring the individual others, adapting to the rules and routines of a
needs of the child are shared with relevant school environment has been challenging. We
members of staff. Doing this allows staff to are extremely fortunate to have a base within
take into account our school which solely
the strategies caters for students with
Some students appeared to have
and reasonable social, emotional and
regressed in confidence and ability.
adjustments mental health difficulties.
suggested for a Within this provision,
particular child when planning subsequent students can access bespoke time tables, art
lessons. Throughout both lockdowns, we therapy, counselling sessions and our school
were in constant communication with parents/ therapy dog (just to name a few). This has
carers, students and staff to guarantee the been a saving grace for our SEND students
remote learning being delivered still catered for and has meant that the support we have been
our most vulnerable students. This included able to offer goes beyond re-establishing

Summer 2021 Vol. 26 No. 2

5
 academic success, but also addresses the mastery. Using manipulatives is difficult at the
social and emotional needs faced by an moment but if it is possible to create class sets
increasing number of students. and keep them in class bubbles then using
them is really helpful in putting in place strong
• Focus on reading and literacy – even the
foundations to key mathematical concepts. If
most ardent mathematicians amongst us have
you don’t have access to concrete resources,
to admit that reading fluently and having a
then Mathsbot has a variety of tools that can
good understanding of key vocabulary plays
be projected and used to demonstrate the
a huge part in being successful in maths. At
use of manipulatives. We have also moved to
Ormiston Meridian we have made reading and
White Rose Maths in KS3 and have found their
literacy one of our whole school priorities and
pictorial representations really helpful.
it is being delivered and supported through
every faculty. In maths we are introducing • Find the gaps – one of the most useful
a number of comprehension style activities things that we can do is find the gaps that
linked to maths as well as using the Count students have in their learning and adapt our
On Words resources curriculum and teaching
that have been to ensure these gaps are
Reading fluently and having
developed by addressed so that future
a good understanding of key
Rachael Lethbridge, learning is built on strong
vocabulary plays a huge part in
SENDCo and foundations. In maths
being successful in maths.
Assistant Principal we are very fortunate
at the Mary Hare that there are a number
School. The count on words resources aim of diagnostic tools out there which provide
to develop student’s maths vocabulary us with question level analysis. Diagnostic
therefore increasing access to mathematical Questions, developed by Craig Barton, is
learning and student’s ability to achieve in something that we use, and the great thing
the subject. The success of this programme is it’s free! There are lots of pre-prepared
is built on exposing students to new words, question sets and you can also develop your
repeating words so that they are committed own. We also use Learning by Questions.
to long term memory and varying the words Although there is a cost to this, the wealth
in all of their forms and meanings to further of questions and the level of feedback has
develop understanding. You can download enabled us to track and monitor students
these resources for free by visiting the Mary really closely without additional workload for
Hare website and selecting the downloadable the class teacher. Learning by Questions also
resources section in the centre of excellence. links very closely with the White Rose Maths
schemes of learning. Both of these resources
• Using manipulatives and visual resources –
provide low stakes assessment opportunities
the concrete, pictorial and abstract delivery of
in a fun and engaging way and produce
maths is at the very foundations of teaching for

Vol. 26 No. 2 Summer 2021

6
 valuable data for students and teachers. planned curriculum cannot be ignored, and
this factor alone will support greatly with the
• Manage transition points – no matter what
overall experience and success of SEND
setting you are in there will be key transition
students post lockdown.
points. For us, we are focused on the move
from KS2 to KS3 and KS3 to KS4. Now, more This is by no means a complete list of what we
than ever, it is important to gather as much can do to support our students, and in particular
information as possible but this year there are our SEND and most vulnerable students, at what
additional things has been one of the
we want to know Finding out who accessed remote most challenging periods
about so that we can learning and who was affected for education in our
offer every child the directly by the pandemic might country. There will be
support they need be two things to consider. numerous things that
to be successful. In we were doing before
addition to the standard information around lockdown that we need to continue and that any
attainment and levels of support, finding out changes that we make must be student focused
who accessed remote learning and who was and support their mental health and well-being as
affected directly by the pandemic might be two well as their academic progress. It is also worth
things to consider so we can direct the right pointing out that there have been some positives
support. Getting our feeder schools to outline to come out of this period of remote learning. In
which areas haven’t been covered will also be some cases, students, and in particular SEND
useful in supporting us to shape our curriculum students, have demonstrated immense resilience
as we move forward. and independence not seen in the classroom at
school, and for some, this way of learning has
• Curriculum design - Within our academy,
allowed students to flourish and develop skills
faculties have been asked to reflect on
they potentially would not be able to within the
the curriculum offered and respond to the
school environment
necessary challenges
because of the anxieties,
now presented for a
It is also worth pointing out that there distractions, and
lot of our students.
have been some positives to come difficulties they face
Faculty provision
out of this period of remote learning. within school. The
maps have been
question educators
used to highlight how
should be considering is
individual subject areas are embedding and
how to capture and harness these skills to ensure
implementing quality first teaching, whilst also
they are not lost when we return to face-to-face
demonstrating how the curriculum has been
teaching.
adapted for SEND students as a result of the
missed learning. The power of a coherently

Summer 2021 Vol. 26 No. 2

7
Moving forward

Natalie Kerslake has a real passion for helping her colleagues to better
understand and support children with dyscalculia. Here she shares her
views on the way forward at her school.

After starting my first Teaching Assistant post understanding of dyscalculia in the school that
back in 2011, I taught a learner with dyscalculia. I work in. I invited all Teaching Assistants to
Dyscalculia was something that I did not know complete a questionnaire to identify their current
much about at the time and wanted to know more knowledge and understanding. From these
about it. As I looked into this area, I found that questionnaires, three main areas were identified
not much was known about this, in comparison which were: more knowledge about dyscalculia;
to other Specific Learning Differences. Therefore, how to identify and assess these learners; along
when I came to do my MA Education dissertation, with strategies to use. This formed the basis of
specialising in SEND, there was only one area that CPD training led by me in January 2021 to all TAs
I wanted to look into. within the school. I hope to share this dyscalculia
training with more
My MA Ed SEND More awareness and training needs schools in the Trust, to
dissertation, in 2015, to be provided to aid them to support raise further awareness
looked at ‘How can learners with dyscalculia effectively. of dyscalculia.
Teachers and TA’s
effectively support children with dyscalculia I have been fortunate to disseminate the findings
in one primary school’. The study consisted of of my MA Ed research and my subsequent work
a questionnaire, plus interviews with the special around raising awareness of dyscalculia further
educational needs co-ordinator (SENCO), maths within the Dynamo Maths SENCO newsletter,
leader, and a class teacher of a learner with Dyscalculia Blog, Equals Online and speaking at
possible dyscalculia. One of the main findings the recent Network ED East Midlands conference.
from my study found that more awareness and I am due to speak at the virtual Mathematical
training needs to be provided to aid them to Association conference in April, with my session
support learners with dyscalculia effectively. I focusing on the findings from my MA Education
therefore wanted to use the findings from my research, along with looking at what dyscalculia is,
dissertation to raise awareness of dyscalculia. how learners with dyscalculia are identified, and
strategies to support these learners effectively.
As part of my Continuing Professional I have just completed my Level 3 course in
Development over the last year, I wanted Dyscalculia and Maths Difficulties with the SEND
to investigate the current knowledge and Group and will be progressing onto the Level 5

Vol. 26 No. 2 Summer 2021

8
course in the near future. This would give me calls to families. All of this has helped to ensure
the opportunity to further develop my knowledge children with SEND and their families are
and skills in this area, through the planning and supported, in light of the global pandemic, both
teaching of sessions for individual learners in within school and at home.
school.
I look forward to continuing to raise awareness
Over the last year, during the COVID 19 pandemic, of dyscalculia in the future through my various
I have been supporting children with SEND in projects – a big thank you has to go to Equals
many ways, from supporting their learning in the Online, for allowing me to share my work around
classroom, through intervention and catch-up dyscalculia with a wider audience.
groups, along with remote learning and phone

Maths in a time of Covid

Lucy Rycroft-Smith - a long-term friend and supporter of Equals got in

touch to share some lessons learned during the past 12 months!

We are yet to determined exactly how 2020-21 latter: many schools have realised that the format
will be remembered, but we know that issues and timing of work handed in is less important
of access, equity and identity in mathematics than previously thought; perhaps we have begun
education have been disrupted during this to make peace with messier, less constrained
period of lockdowns, work, and with it begun
virtual education and Many schools have realised that to expose mathematical
self-isolation, revealing the format and timing of work thinking in new ways.
that which may have handed in is less important Below, I look at some
been previously invisible than previously thought. of these issues in more
and rendering less detail, considering the
important that which may have been pivotal in question: in an ideal world, what lessons might we
the before-times. One example of the former have learned from lockdown learning?
might be the type of internet access, hardware
Lesson 1: Students need well-designed tasks
and access to quiet space pupils have in which
that give them early confidence
to study. We have learned to value the physical
space of schools in different ways, even as we In person, we can reassure our students that

understand that they are not safe from infection, the work set for them is at the right level, that

and this has felt complicated. An example of the they are capable of accessing it with effort,

Summer 2021 Vol. 26 No. 2

9
and that they can trust us to match them with this mean for mathematics? Maybe we can
suitable challenges. In short, that they can stop sweating the small stuff; maybe schools
do it. Cheerleading matters, and especially in aren’t the place for extreme ‘broken window’
mathematics, where policies. If the goal for
persistence is more than Contrary to the ‘Gospel of our students is deeper,
half the battle. When Schooling’, there are indeed more sense-making
students are not present greater goods than the correct mathematical thinking,
in the same physical uniform at the correct time. it may be time to stop
location as the teacher, telling them to tuck their
we see that they succumb to their inner saboteur shirt in constantly while they’re doing it - we’re just
faster and more frequently. Task choice is key, needlessly interrupting the good stuff.
and disrupting spaces helps us remember that a
Lesson 3: Relationships matter
well-structured task helps to minimise the need
for this cheerleading by giving early success and If you had told most school-aged children they

interest in exploring the problem. We have also would be getting months and months off school

had the chance to consider the role of feedback before last year (alright, not exactly), many of them

and the importance of when and how it is given. might have cheered and lobbed their rubbers in
the air with joy. But life teaches us once again
Lesson 2: Let ‘em wear PE kit all day
to be careful what you wish for. After the first
COVID has taught us that, contrary to the ‘Gospel few weeks, the shine wore off, and many of our
of Schooling’, there are indeed greater goods students began to actually miss school and –
than the correct uniform at the correct time. surely not – their teachers. Students with particular
To minimise changing and infection spread, needs around structure and boundaries had ample
many schools have adopted a ‘PE kit all day on opportunity to see how carefully those things were
PE days’ policy. Similarly, when students are provided for them throughout the school day and
learning virtually, almost no-one would have campus. A wide range of responses to a wide
dreamt of mandating what they wear to lessons variety of lockdown teaching structures is likely to
(and a few schools have deepened inequity
hit the headline for Students at risk from missing in many ways – we all
supposedly attempting learning have often realised suddenly feel a painful
to do so). We have, in that they didn’t know what longing for what we used
effect, conducted a they had till it was gone. to call banality, and now
large-scale experiment call consistency. But
on the question: does uniform help students we have learned to miss one another, something
concentrate? And the results are in: comfort we may not have previously thought possible.
appears to have no particular detrimental effect, Students at risk from missing learning have often
at least on the students themselves. What might realised that they didn’t know what they had till it

Vol. 26 No. 2 Summer 2021

10
was gone. Where previously, they couldn’t think couldn’t discard even if they tried. It was always
of anything worse than Mrs Smith for maths, there in the classroom; it was just quieter (usually).
they’ve now found it. Our collective imaginations What of this will bleed into the mathematics
have deepened. Oscar classrooms of the future?
Perhaps some of our most
Wilde once said, “The How might we remember
challenging students have
only thing worse than the importance of those
realised that the only thing
being talked about is pets and siblings and
worse than a maths lesson is
not being talked about.” hobbies to our student’s
not having a maths lesson?
Perhaps some of our whole selves when they
most challenging students have realised that the are invisible again, and how might we incorporate
only thing worse than a maths lesson is not having them into lessons to make our students think and
a maths lesson? Either way, there is a softness to smile and feel part of a whole again?
us now, a kind of present-nostalgia that means we
Lesson 5: Space and safety
are all unusually attentive to relationships this year,
and this can only be a positive influence on our Perhaps the greatest lesson of COVID disruption

mathematical practices together. has been the important reminder that - ironically -
the constraint of spaces we inhabit in schools has
Lesson 4: Bring the mathematics to the learner,
often made our students feel safe. Watching them
not the other way around
try to learn (or switch off completely) from afar has
Rochelle Gutierrez wrote, “The assumption reminded us that students can be hard to reach,
is that certain people will gain from having but at least when physically present we can wrap
mathematics in their lives, as opposed to the field the comfort of routine and environment around
of mathematics will gain from having these people them – not as a straitjacket, but as a weighted
in its field.” Dispersing our students physically blanket.
helps us remember the
When we return to
diversity of where they We can wrap the comfort of
classrooms (and many
come from mentally routine and environment around
students and teachers
too. With many of the them – not as a straitjacket,
never left) we will need a
minutiae of classroom but as a weighted blanket.
period of adjustment to
life removed, the focus
the loss of control, the cold blankness that we all
on being present and participating in mathematical
may have felt when that blanket was lifted – and
dialogue has also reminded us of the most urgent
we all will need to relearn how to be a member of
priority of maths learning: you show up. And
a community that practises mathematics together
when our students showed up, so did their cats,
again in new and different ways. Perhaps we can
their toddler siblings, their noisy boilers, and
take the opportunity to question what value we
their neighbour’s motorbikes: in other words, we
gain from that community, and how we share the
remembered they were humans with lives, bringing
space of mathematics thinking together.
with them a social and cultural richness that they

Summer 2021 Vol. 26 No. 2

11
A manifesto for SEND

During an on-line training course forty people were consulted on their

views on what should be done now to support pupils with SEND. In this
piece Alan Edmiston shared what was said.

I am currently acting as a SEND work group lead • Maths clubs can now help. They will reduce
for two Hubs in the Midlands. In January, during stigma of catch up and focus upon maths in a
the feedback at the start of one of our meetings, supportive, safe and familial setting.
the discussion turned to the end of lockdown and
what that might look like for pupils with SEND. The • It’s not about catching up – we need to
discussions became more focused as we began change/readjust what we teach and move from
to share just what needs to be done to nurture our where they are not where they should have
pupils after a year like no other. been last year.

The following gives you a flavour of the feelings • They are too used to not going to school
and comments from the 40 colleagues who took and their computers and isolation are the
part in this discussion. I think their views on how new normal. This raises massive questions
the mathematics classroom could be a basis for for those of us who view learning as a social
a manifesto for SEND that can be used to shape process. Computers make school redundant
and guide provision to help us overcome the for some pupils – they can get all the feedback
damage that the past 12 months has done. At this they need so why should they come to us.
stage I am simply going to leave their words as
they were said rather than paraphrase or merge • It’s now about pastoral support - they need
them. to feel safe before they can learn. We need
to enhance and boost the pastoral system to
• We must focus on their emotional well-being complement the teaching that will be taking
and reduce their anxiety place.

• We must change our scheme of learning as • What does progress mean now? This is a very
they will never catch up. real challenge for teachers now.

• Catch up is the most unhelpful phrase being • Funding is needed to meet the need as we
used right now. It could be used in a very cannot go back to how it was and pretend the
accusing way that will cause even more treadmill can start at the same speed!
damage.

Vol. 26 No. 2 Summer 2021

12
• We need a plan to re-engage and to build a and the problems will be perpetuated.
learning community.
• We need to consolidate for the rest of the year
• A new curriculum is necessary for the impact and now try not to do too much that is new. It’s
lag will be in the system for years to come. about recovery and recuperation just like any
illness.
• All years are struggling and we are having real
issues in Year 10 with anxiety. We could do • It’s the pupils with poor social skills who worry
with the exams being held a year later as many me for they don’t want to or will not be able to
go to college to resit anyway. come back till they feel safe.

• We cannot recap and revisit because some • I think we should go back twelve months and
have made no progress at all. This is very start building again – we need to know what
different and new, we need to get a sense of foundations they are standing on so we can
where they are at and where we would like secure learning next year.
them to be.
What would you say? Do you agree? What do
• We have a terms window to repair some you think? What is your school putting in place
damage so let’s treat the Summer term to support learners and their learning rather than
differently. If we don’t it will be a massive cover the curriculum – please get in touch let us
intervention with the issues that come with that know so we can celebrate your good work.

Ideal Maths Policy

In a very prescient piece Mark Pepper ponders some answers to

the question: In an ideal world in which there were no restraints or
restrictions, what would consist of an efficient maths teaching policy
aimed at the creation of effective teaching and learning strategies?

Part 1 took place with the introduction of the National

At the outset it is helpful to consider the policy Curriculum (NC) in 1989.
initiatives that have been highly influential in
the changing provision of maths teaching in the It is helpful to consider the difference between
classroom. Perhaps the most significant of these classroom teaching of maths Pre- National

Summer 2021 Vol. 26 No. 2

13
Curriculum and Post - National Curriculum. In experienced maths teachers, well qualified and
the former case it was commonly claimed that experienced maths advisors and commentators
what took place in the classroom was entirely as well as organisations such as the Advisory
in accordance with the individual teacher’s Committee of Mathematics Education (A.C.M.E.).
discretion. With the initial introduction of the NC Encouragement could also be provided for
a widespread reservation of many teachers was teachers and other interested parties to send
that their autonomy would be eroded. In theory suggestions to the appointed group. Once this
it may be felt that if we returned to the Pre-NC committee had created a written policy then this
position then teachers would be able to teach could be disseminated to the teaching community
the content and use and to the general
teaching strategies that public. Organisations
There had been misgivings generated
they considered to be and individual teachers
by the suspicion that some teachers
appropriate. There are, would then have the
taught a restricted curriculum in
however, difficulties opportunity to react
accordance with their own strengths.
with this approach. In to this and to make
the former system there alternative suggestions.
were doubtless many teachers who would have Once this policy had eventually been refined
covered an appropriate curriculum and used and had received widespread acceptance then
effective teaching strategies. Nevertheless there teachers would be expected to adhere closely
had been misgivings generated by the suspicion to its key principles. There would, however, be
that some teachers taught a restricted curriculum flexibility for individual teachers to present the
in accordance with their own strengths. For this policy in a manner in accordance with their style of
reason it would be unwise to revert to the pre N.C. teaching.
position.
Consideration of key policy initiatives over the
How an effective alternative policy could be past 40 years
produced?
One of the first tasks of the appointed group could
Let us imagine a utopian fantasy world in which consist of a review of the key policy initiatives of
the maths community is empowered to produce the past 40 years or so. Consideration could then
an effective teaching and learning maths policy be made of the policies that could be included
that is completely insulated against external and those that could be discarded. There is a high
controls. likelihood that the main policies that would be
reviewed would consist of the National Curriculum
At the outset it would be necessary to establish (1989) with revisions in 1991, 1995 and 2014,
a collective forum charged with the responsibility the Cockcroft Report (1982) and the National
of producing the policy. This group could include Numeracy Strategy (1999).

Vol. 26 No. 2 Summer 2021

14
The National Curriculum subject. Para 347 applies this to the primary
sector:
It would be helpful to retain this as it consists of
The challenge for the teacher is to present
a useful record of the content required for the
mathematics in a way which continues to be
teaching and learning of Number and Algebra,
interesting and enjoyable.
Shape, Space and Measure and Data Handling.
It would be essential to include a Using and
As a result of this regular maths games sessions
Applying Attainment Target. The inclusion of a
became a widespread feature in many primary
mental maths component would also be helpful.
classrooms.

The Cockcroft Report

Aspects of the Cockcroft Report that could be
included in a new policy
The Cockcroft Report was highly influential in
the classroom teaching that took place in the
The putative committee could consider including
immediate years following its publication. The
the following components of the Cockcroft Report:
central recommendations are encapsulated in the
1. The widespread use of investigations and
pivotal Para 243:
problem solving activities in all maths
Exposition by the teacher classrooms.
2. The use of a teaching style that incorporated
Discussion between teacher and pupils and
a collaborative approach with the widespread
between pupils themselves
use of group discussion.
Appropriate practical work 3. A strong commitment to make maths lessons
interesting and enjoyable. This would include
Problem solving including the application of
the regular use of maths games in KS1 and
mathematics to everyday situations
KS2 classrooms.
Investigational work.
The National Numeracy Strategy
A consequence of Cockcroft was that problem
solving and investigations took place in The NNS introduced some useful initiatives. In
classrooms on a regular basis. Additionally particular it revolutionised the structure of maths
discussion both within groups of students and lessons with the introduction of the three part
between the teacher and student groups were Daily Mathematics Lesson that consisted of a
regular features of maths lessons and this helped mental maths starter, a main teaching component
to promote collaborative learning. and a plenary. The first of these was crucial as it
consisted of a mandatory requirement for every
A consistent theme in the Report is that pupils maths lesson to open with mental maths activities.
should consider mathematics to be an enjoyable This provided a useful opportunity for discussion

Summer 2021 Vol. 26 No. 2

15
of mental maths computation as well as providing to answering test questions with the use of pen
opportunities for the teacher to correct any and paper (with the exception of a mental maths
misconceptions. Furthermore it was useful as a component which required an oral response). A
means of informal assessment of the progress of further change of name took place in 2014 when
individual members of the class. the tests were renamed National Curriculum
Tests. This change of name was accompanied
Other aspects of the Strategy were less by a significant change of approach. This was
welcome such as the inflexible requirement evidenced by the withdrawal of a mental maths
that teachers adhered to a strict timetable to paper, the withdrawal of the option to use a
deliver the prescriptive calculator in any part of
components of the Teachers were not empowered the test and a significant
National Curriculum. The to use their professional increase in the number
consequence of this was judgement to decide when a of questions involving
that teachers were not class had gained sufficient long multiplication and
empowered to use their understanding of a concept. division. Furthermore the
professional judgement marking scheme was
to decide when a class had gained sufficient amended such that an additional mark was made
understanding of a concept to enable them to available for use of the Formal Method. The effect
move on to a new topic. of all of these changes has been that primary
teachers have been placed under considerable
Aspects of the National Numeracy Strategy pressure to use a formal approach to teaching
that could be included in a new policy with an emphasis on the learning of number facts
and the application of taught algorithms. The
It is probable that the committee would be in effect of this has been to reduce opportunities
favour of the re-introduction of the mental maths to encourage creative thinking, problem solving
starter in every maths lesson. It is unlikely that and the use of enjoyable activities such as maths
they would wish to retain any other aspects of the games.
NNS.
Assessment procedure that could be used in a
Assessment future policy

KS1 and KS2 National tests (NTs)

The first question that would need to be
considered would we be whether to retain a formal
Statutory assessment linked to the mathematics
test. An alternative would consist of teachers
NC was initiated with the introduction of Standard
making informal ongoing assessments on each
Assessment Tasks ( SATs) in 1992. These were
pupil. If it was decided that a formal test should
later renamed National Tests ( NTs). This involved a
also be in place then this could apply to pupils in
significant change from the performance of tasks

Vol. 26 No. 2 Summer 2021

16
Year 6 only. A return to the format used in the early with some modifications would be deemed to
versions of the NTs could be considered. Hence be appropriate for higher achievers. It would
there would be a mental maths component and need to be edited with the removal of some
a calculator could be used throughout one of the of the components. These are likely to include
papers. The questions could consist of a mixture the withdrawal of the requirement to memorise
of those involving formal skills and those that number facts related to Roman Numerals as well
were open ended such as multiplication tables
that a problem solving It has been suggested that the up to x 12.
approach would be GCSE is not an appropriate
required. A mark scheme course for lower achievers It is likely that
could be devised in consideration would be
which marks would be made available for the made of the introduction of a new course of study
use of diverse methods of calculation and for the and qualification in accordance with the needs of
use of efficient problem solving techniques. It lower achievers. This could be heavily influenced
could be emphasised that any efficient method of by the recommendations made in the Smith
calculation would be accepted. The extra mark for Review for a new curriculum (Recommendation 5
use of the formal method would be abolished. (p62):

In view of the low GCSE success rate… the

KS3 and KS4 The Mathematics GCSE
Department of Education should review its 16-18
resit policy… Specifically, there should be fresh
There appears to be a consensus that the
consideration of appropriate curricular and
most recent changes to the GCSE syllabus has
qualifications for these students and the extent
consisted of some movement towards a greater
to which current policy incentivises these to be
proportion of questions that would require a
offered.
problem solving approach. Nevertheless there are
aspects of the GCSE that are unsatisfactory such
In response to this recommendation a Nuffield
as the enforced resits for candidates who do not
funded team at Mathematics Education Innovation
achieve Level 4. Indeed it has been suggested
(MEI) developed a new curriculum aimed at
that the GCSE is not an appropriate course for
meeting the requirements of the resit students.
lower achievers. The Smith Review (2017) makes
a compelling case for the introduction of a new
Additionally the recommendations contained
course to cater for the needs of lower achievers.
in the project Low Attainment in mathematics,
an investigation of Year 9 students in England
Methods of assessment at KS3 and KS4 that
(Hodgen et al) (2019) could be considered. If
could be included in a future policy
a new course for lower achievers were to be
introduced then students would not initially take
It is probable that the current GCSE syllabus
the GCSE and so there would be no necessity

Summer 2021 Vol. 26 No. 2

17
for resits to take place. Nevertheless for those alleviated by the introduction of a new course
students who achieved highly in the new course for lower achievers as suggested in the previous
then they would have the option of moving on to section. Entry level 3 students would then have the
study for the GCSE. opportunity of progressing on to the new course
instead of the GCSE. Students who achieve highly
Entry Level in the new course would then have the option of
joining a GCSE group.
The Entry Level system is unsatisfactory and in
need of an overhaul. The main difficulty is that The syllabus for Entry Level could be amended
there is far too wide a such that problem
gulf between Entry 3 There is a temptation for teachers solving activities could
and GCSE or Level 1 to teach to the test and provide a be introduced to
of a vocational course. maths diet exclusively consisting supplement the existing
The consequence of of repetitive exercises. rote learning content.
this is that many of the
students who achieve Entry 3 are then put on a
GCSE or Level 1 course and are unable to cope N.B. The views expressed here are those of
with the work. the author and are not necessarily shared by
members of the editorial team
An additional difficulty with Entry Level exam
papers is that questions are so predictable that References

there is a temptation for teachers to teach to Cockcroft W.H, (Chair) (1982) Mathematics Counts: Report of

the test and provide a maths diet exclusively the committee of inquiry HMSO

consisting of repetitive exercises within a narrow Mathematics in the National Curriculum (1989, 1991 and

range of skills whilst neglecting a problem solving 2014) HMSO

approach that would encourage the development The National Numeracy Strategy: Framework for teaching

of logical reasoning. mathematics from Reception to Year 6 (1999) QCA

Smith A (2017) Review of post 16 mathematics

Aspects of Entry Level that could be included in Crown Copyright

a new policy Mathematics Education Innovation (2020) A new mathematics

GCSE curriculum for post 16 resit students Nuffield
Foundation
The task of producing an effective policy to meet
the needs of students currently categorised as Jeremy Hodgen Margaret Brown and Robert Coe (2020)
Low attainment in mathematics: an investigation of Year 9
being at Entry Level is a daunting prospect. An
students in England Funded by the Nuffield Foundation
immediate issue that would need to be resolved
consists of the difficulties caused by the gap
between Entry 3 and GCSE. This could be

Vol. 26 No. 2 Summer 2021

18
Don’t Imply That!
Or
How children jump to the wrong conclusion

From her treasure trove of teaching wisdom Fiona Allen reflects upon the
impact of the words teachers use upon the thinking of their students.

Many things we say to children lead to = means work out the answer
misconceptions:
• You always take the small number from the big When I taught in a college, I was irritated by the
number number of A-level students who thought that an
• The more digits there are, the bigger the equals sign means ‘this is the next thing I thought
number of/am thinking about’.
• To multiply by 10, simply add a 0 to the end of
the number Reading more about the reasons for this, I found
• To divide by 10, take off the last number and an interesting research paper. ‘Considering the
that becomes the remainder equal sign as an operator places it in the same
• When you multiply two numbers together, you class of symbols as the addition, subtraction,
always get a bigger number multiplication and division signs instead of with
other relational symbols such as the greater
It is so easy to give children a rule, which works than (>) and less than (<) signs. This operational
for them at a particular stage in their mathematical interpretation has been considered responsible for
thinking but which will not work as they progress. functional misconceptions among them, the one
we term ‘running equal sign’ e.g.,
Dr Malcolm Swan wrote: ‘Research has
shown that teaching becomes more effective 2 + 3 = 5 * 2 = 10 – 2 = 8.
when common mistakes and misconceptions
are systematically exposed, challenged and Capraro et al. argue that children learn that =
discussed.’ (Improving learning in mathematics: means ‘work out the answer’ in Reception classes,
challenges and strategies, 2005) if they only meet questions of the type 2 + 3 = ,
4+5= 7 -1 = . The idea that = means ‘work
Recently, I have been thinking about children’s out the answer’, is reinforced when children use a
misconceptions and have started to think that calculator, when, indeed, pressing the = sign tells
there are also many things we show or tell children the calculator to work out the answer! Capraro et
which cause them to infer a rule. al. write that to overcome the confusion, children

Summer 2021 Vol. 26 No. 2

19
should instead be asked to do calculations such between six people they’d have four sixths (or
as these: maybe visually two thirds) of a pizza each. This
makes maths (and the tricky and potentially dull
Complete: topic of fractions) exciting and motivational for the
children and will guarantee that the lesson, and
hopefully its objectives, will stay in their minds.’
([Link]
maths-pizza-fractions/)

And I began to realise how it’s so easy to reinforce

the idea that fractions are always parts of pizza as
these games show.

[Link]
mastery_assessment_y1.pdf

Fractions – ‘they’re about pizzas, aren’t they?’

While observing classes for vocational students

resitting GCSE Maths, I was struck by how
many teachers used pizzas to explain fractions.
However, many seem to think that
But thinking of fractions as part of a circle makes
‘Pizzas are great for learning about fractions in
understanding a fraction as part of a whole more
mathematics.
difficult. If we start thinking that a fraction is part
of a whole pizza, does it make it difficult for us to
‘Using basic pizzas, cut them up into halves,
think of, say, how many children are in a quarter of
quarters etc depending on the fractions being
a class, where the ‘whole’ can change depending
taught. You can use them very effectively to
on how many children are there each day?
do simple fractions or to do mixed or improper
fractions. Visually the children can easily identify
Every Maths teacher who has not yet read the
that seven quarters make one whole and three
introduction to fractions at Key Stage 2 from the
quarters. They are also very good for doing
NCETM should be encouraged to do so. Here the
addition and subtraction of fractions too and if
focus is on ‘identifying a whole and part of a whole
you’re feeling really brave division of fractions
in different contexts, as well as exploring some
where you might have four pizzas divided into
aspects of these, for example, whether the parts
sixths so twenty four sixths and share these

Vol. 26 No. 2 Summer 2021

20
within the whole are equal or unequal, and the them had ever thought of teaching children such
relative size of a part and a whole. ……. a lesson, they ‘assumed’ that children understood
the meaning of zero. The Chinese teacher
‘The word “fraction”, however, is not used within explained that we shouldn’t make this assumption.
the segment at all by the children and at no point
do they write using Do we tell children that
fractional notation, e.g. Until recently, we tended to there are numbers to the
1/4 , or verbalise the assume that children understood left (or smaller) than zero
names of any fractions the meaning of zero in the UK. and numbers bigger than
(for example, “one (the largest number on
quarter”). This may seem to be moving very our number line) saying, for example, ‘You don’t
slowly, but spending time looking at the relative know about them yet, but you will learn about
sizes of parts and wholes gets to the crux of the them in the future’?
proportional aspect of the fraction.’
All hexagons (or pentagons or octagons etc.)
The number system starts at 0 or 1 have equal sides

Most number lines seen in younger children’s From the moment that children are introduced to
classrooms start at 0 or 1. A number chart shapes, they encounter regular sided shapes.
starting at 1 creates the further problem almost
immediately because under the National
Curriculum for Key Stage 1, for example, children
should be taught to

• recognize, find and name a half as one of two

equal parts of an object, shape or quantity
• recognize, find, name a quarter as one of four
equal parts of an object, shape or quantity

If the number line in the classroom, starts at 1,

where do the ½ and ¼ fit on the numberline?
Until recently, we tended to assume that children
understood the meaning of zero in the UK. I
watched a Chinese teacher from Shanghai spend
a lesson teaching a class of 5-year-olds the
meaning of zero. The consensus of the British I googled hexagon images and found many of
teachers observing the lesson was that none of which these were typical:

Summer 2021 Vol. 26 No. 2

21
Note that in the bottom right-hand corner, there is actually an image of an irregular hexagon but many
classrooms will have a poster of 2D shape like the ones below on the wall – no irregular shapes here!

It is probably not surprising that I found questions Triangles

like this being asked online: a)

• ‘What do I call an irregular quadrilateral with 6 When asked about

sides?’ triangle a)
• ‘What is an irregular 8-sided shape called?’
• ‘Can I call a 6-sided polygon a ‘hexagon’ even some children will say that it
if the sides aren’t equal?’ has two sides and a ‘bottom’
and that, triangle b) has two
While we understandably focus on regular shapes,
sides and a ‘top’ and that only
we should, I believe, show children irregular ones b)
triangle c) has three sides.
as well.

Vol. 26 No. 2 Summer 2021

22
Similarly, many believe
c)
that only a triangle like
c) or d) can be called
right-angled triangles
because they rarely see
right-angled triangle such d)
as the one below.

This is true of many shapes and children can

of an algebraic equation/expression and so there
misname shapes which have a corner rather than
were very few, if any, examples with minus signs
a side at the bottom.
before equations/expressions, in textbooks or
exam papers. So children start to think that, if,
Questions like this one, challenge children to
they, for example, multiply out (-2a + 3b) (4a + b)
identify shapes which aren’t ‘the usual way up’
and get the answer -8a2 + 10ab + 3b2, they have
got the wrong answer. I have taught students
resitting GCSE, who ignored any minus signs
at the beginning of algebraic expressions and
equations even when their own workings had
resulted in an expression or equation with a minus
[Link]
sign at the beginning.
mastery_assessment_y5.pdf

Conclusion
Equations never have a negative sign before
them We need to make sure that our learners are
exposed to a full and rich experience in the maths
Writing this article, I googled quadratic equations classroom. We need to always think of examples
worksheets and found many like this image in the which are unusual so that our pupils don’t make
next column. these inferences.

I rarely found an equation which had a minus sign Can you suggest other things that we do or say or
at the start e.g. – 20x2 + 26x + 6. draw, from which children may jump to a wrong
conclusion? Email me with your suggestion(s) at
Allegedly, until recently, it was very difficult for mathseducationconsultant@[Link]
typesetters to have a minus sign at the beginning

Summer 2021 Vol. 26 No. 2

23
Sticking points in maths teaching and learning –
global issues, local solutions

From a global perspective Pete Jarrett uses this article to make a very
personal appeal for a curriculum based upon the four C’s: Critical
thinking, Communication, Collaboration and Creativity.

A few days ago, a colleague kindly pointed out India, Indonesia and the Philippines and influence
to me that we were over 1/5th of the way through the mastery approach in Singapore and through
the 21st Century. Seeing as I feel that I have been the NCETM in the UK. Elements of the approach,
in a weird dream for the last 12 months this didn’t such as working through staged, scaffold, real
come as a total shock. We are properly in the 21st world problems present maths in a different way
Century now and have been for quite some time. to the ‘textbook’ approach adopted by many
So, where are we at with these 21st Century skills classroom teachers.
that employers want people to have? And with
more relevance, what has the construct of 21st Friends of Equals Online, such as Professor
Century skills meant for us in the mathematics Steve Chinn and Dr Tom Hunt, have warned
classroom? Has the container ship of mathematics against the destructive nature of didactic rote
pedagogy become wedged in the Suez Canal methods on learners who find it difficult to acquire
of unclear intent, or are we in the middle of a mathematical knowledge. Amongst the population
revolution, transforming the way we understand of learners who are particularly vulnerable to this
the maths that people need and how people approach are those with inefficiencies in working
engage with number in their everyday life? memory and speed of processing. The learners
who often struggle
Has the container ship of
The global direction to gain automaticity
mathematics pedagogy
is clear. A move away of maths facts and
become wedged in the Suez
from rote learning and mathematical processes.
Canal of unclear intent?
memorisation towards
problem solving, experimentation and creativity. A In the field of Specific Learning Difficulties, these
process, identified by the Indian National Council inefficiencies are often referred to as domain
of Education Research and Training (NCERT) as general difficulties because they are common to
mathematisation – that ability to think logically, many SpLD’s, dyslexia, dyscalculia, dyspraxia,
to be able to formulate and handle abstractions – ADHD and Autism. Steve Mould, the science
drawing from the Realistic Mathematics Education evangelist and youtuber, who is dyslexic,
(RME) community incubated in the Netherlands. describes his difficulties with rote learning of
These ideas now percolate through curricula in times tables facts in this TED Talk ([Link]

Vol. 26 No. 2 Summer 2021

24
be/iAcvYqDKznE). As I also have dyslexia and examinations, but the learners would also be
struggle with automaticity his story resonates with able to contribute towards nation building by
me. Like Steve, I struggled to remember facts, learning, thinking, and applying these skills
but became flexible at calculating them. I rely on at work.
a few key facts and flexibility with numbers. I see
numbers within numbers, and this helps me to be The National Curriculum document from Indonesia
confident with calculations beyond the 12 tables states:
that many know. The flipside is speed – or the The process of learning mathematics in
relative lack of it – and forgetting where I started educational units should be interactive,
if I don’t write things down. The easy remedy, inspirational, fun, challenging, motivate
write things down and take the emphasis off students to participate actively, and provide
speed towards efficiency – accuracy and timely sufficient space for initiative, creativity, and
completion. independence according to student’s talents,
interests, and physical and psychological
An examination of curricula from around the World development (Kementerian Pendidikan dan
identifies that what have become known as 21st Kebudayaan, 2016, p. 6).
Century Skills have prominence in developing
abilities in learners. There is some variation in what The Education Inspection Framework in the UK
is considered to constitute these skills, but a good states:
overview can be “the dexterity employees must In order to develop understanding, pupils
have in order to remain in or enter (the) global connect new knowledge with existing
labour market” (Hadiyanto, et al. 2021). A concise knowledge. Pupils also need to develop
list is the ‘4 C’s’; Critical thinking; communication; fluency and unconsciously apply their
collaboration; and creativity (Partnership for 21st knowledge as skills. This must not be
Century Skills, 2008). The NCERT Document reduced to, or confused with, simply
‘learning Outcomes at Secondary Stage’ (2019, memorising facts. Inspectors will be alert to
P10) includes: unnecessary or excessive attempts to simply
The ultimate goal is not achieving mastery prompt pupils to learn glossaries or long lists
over the content as content is only the of disconnected facts.
medium used to develop competency.
Learners need to comprehend, compare, The school’s curriculum identifies
manipulate, and apply the knowledge for real opportunities when mathematical reasoning
life purposes. These competencies, acquired and solving problems will allow pupils to
using various pedagogical processes, make useful connections between identified
would serve as an instrument not simply mathematical ideas or to anticipate practical
developing creativity, critical thinking, problems they are likely to encounter in adult
communication skills, and securing grades in life. Pupils have sufficient understanding

Summer 2021 Vol. 26 No. 2

25
 of, and unconscious competence in,
prerequisite mathematical knowledge, We should be in a good place but there are still
concepts and procedures that are necessary areas of concern that I encounter when talking
to succeed in the specific tasks set. to people around the world. Firstly, we shouldn’t
assume that rote learning and memorisation,
Whilst the EIF still seems to be orientated towards or more precisely, “just copy what I do, and do
fluency and memorisation (efficient recall, that in the exam” doesn’t exist. In reality, with
discriminating against those with inefficiencies in the pressures we are under (and these will only
this area), it is explicit that skills in reasoning and increase in the post-covid world), people are quite
problem solving are important and sustainable in open about the need to “get them through”. And,
developing knowledge and understanding. unfortunately, for our learners that struggle, when
faced with the pressure
Alongside the RME But what leads learning, of time and resources
community of practice competence, or a piece of paper? and the importance that
(In the UK a good a GCSE pass holds, both
place to start is the RME research group at for the learner and the school, “get them through”
Manchester Metropolitan University What is is often the approach taken. But what leads
RME? | Realistic Maths Education), we have a learning, competence, or a piece of paper?
number of organisations that take a more rounded
approach to mathematics education focusing on I recently had a conversation with teachers in India
reasoning and problem solving. Those of you of about strategies that develop mathematisation,
a certain age will recall the orange folders of the and how they can help learners with inefficient
Malcolm Swan led ‘Standards Unit: Improving working memory systems. They admitted that they
Learning in Mathematics’ (Improving learning in were aware of the move towards a curriculum that
mathematics | STEM). Many of the approaches develops problem solving skills and flexibility but
suggested in that document have been recognised had just drifted back to their “do what I say” style
for the effect on attainment they bring by the of teaching. It is the easiest path, but it does a
EEF (Teaching and Learning Toolkit | Education disservice to our learners. However, increasingly
Endowment Foundation | EEF) and by the Jeremy we are seeing people get results from a range of
Hodgen led study for the Nuffield Foundation approaches. Visualisation of mathematical ideas
(2020). Collaborative learning on rich, tangible, is gaining a strong evidence base and has moved
real world tasks, effective feedback, allowing beyond a niche approach in SEN maths teaching
students to reflect and go again, heuristics that to become a mainstream staple. Bar modelling
scaffold flexibility in problem solving and the has a group of avid fans, including myself, and
use of manipulatives and pictures all fit with the heuristics such as George Polya’s four step
approaches set out by guiding organisations problem solving cycle are enjoying a renewal.
throughout the World. Vygotsky and scaffolding, Bruner and the move

Vol. 26 No. 2 Summer 2021

26
towards Concrete, pictorial, abstract blending, and you like, but built around the specific objective
Piagetian approaches to problem solving are back you are focusing on. We can still be explicit and
in fashion. have fun, and fun engages and motivates – and
sometimes wakes up the
Perhaps the problems 45% of adults describe some sleepy.
don’t always lie with level of maths anxiety.
the teacher. As Ricky Around the world there
Yabo (2020) identifies “most of the time during are movements that are gaining traction. We have
mathematics discussion students are sleepy, a strong resource base in the OK, and perhaps
inattentive and disengaged, henceforth teachers we should use these tools to re-engage actively
are also having challenges in making the subject with the 21st Century skills - Critical thinking;
more appealing and captivating”. More on the communication; collaboration; and creativity.
solution shortly, but we feel his pain. Previously I
have written about the impact of the environment References

in which maths is done, and the stress this can Hadiyanto, Hadiyanto; Failasofah, Failasofah; Armiwati,

cause. Tom Hunt wrote about this recently as well. Armiwati; Abrar, Mukhlash; and Thabran, Yulhenli, Students’
Practices of 21st Century Skills between Conventional
There is the perpetual meme of “hey, I’m rubbish
learning and Blended Learning, Journal of University Teaching
at maths”, “I’ve never been good at maths”, & Learning Practice, 18(3), 2021. Available at: [Link]
statements that crop up in our lives, in the media, [Link]/jutlp/vol18/iss3/07

and sometimes from teachers. Yet, 45% of adults Hodgen, J., Coe, R., Foster, C., Brown, M., Higgins, S., &
describe some level of maths anxiety. It’s OK to Küchemann, D. (2020). Low attainment in mathematics: An

be bad at maths, but, boy, it makes me anxious. investigation focusing on Year 9 students in England. Final
Report. London: UCL Institute of Education.
Memorisation and rote learning have their role to
play in this, as does the “just get ‘em through” Kementerian Pendidikan dan Kebudayaan. (2016). Peraturan
Menteri Pendidikan dan Kebudayaan Republik Indonesia
mantra.
Nomor [Link] 2016 Tentang Standar Proses Pendidikan
Dasar dan Menengah [Regulation of the Minister of
Ricky Yabo draws attention to the power of Education and Cultureof the Republic of Indonesia Number

joyful learning in mathematics. Like RME, Joyful 22. 2016 concerning Basic and Secondary Education
Process Standards]. Jakarta: Kementerian Pendidikan dan
learning is a developing movement (Joyful
Kebudayaan.
Learning Network - Home) with a strong focus
Partnership for 21st Century Skills. (2008). 21st Century
on motivation and engagement. Again, in the UK
Skills. Education & Competitiveness: A Resources and
we recognise the power of games to engage,
Policy Guide. [Online]. Retrieved from: [Link]
but perhaps, struggle to justify the time in using storage/documents/ 21st_century_skills_education_and_
them. Some of the best lessons I have watched competitiveness_guide.pdf. Accessed on 21th February 2017.

have used game-playing. The other skill that I see Yabo, R.S. (2020) The Joyful Experience In Learning
employed to huge affect is the art of storytelling. Mathematics. Southeast Asia Mathematics Education Journal.
Volume 10, no.1. 2020.
Taking the learners on a journey, as fantastic as

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Book review: ‘How We Learn’ by Stanislas
Dehaene reviewed by Alan Edmiston

Alan Edmiston shares his views on a book that seeks to provide clear
advice for those who wish their teaching to be informed by the latest
knowledge from neuroscience.

How We Learn by Stanislas Dehaena This book however is among a new breed of
ISBN: 9780141989303 practical application texts concerning brain
science. It is one that is seeking to use scientists
To say I enjoyed this book would be an growing understanding of brain development and
understatement. I found it stimulating, challenging function to provide clear and simple advice that
and accessible which is quite something given the can transform our classrooms. The book is well
number of chapters on brain imaging that contain structured and the arguments build nicely and
references to obscure areas of the brain I think I are all backed up by extensive brain research.
should know. Many years ago I read a book by the Dehaene is a very well respected neuroscientist
same author called The Number Sense which had who is very measured and thoughtful in the advice
a similar effect upon me. The impact then was a he gives and also one who is mindful of the claims
careful consideration of my understanding of the he is making. Suffice to say that I trust him and
development of mathematics in early childhood. his ideas will now inform the guidance and advice
I give to those who I work with and support.
How We Learn has given me even more to think For those new to this topic, or seeking help, I
about for it has made me question my own would read this book before others for it guides
understanding of the brain and how it impacts the you though the development of the brain and
learning taking place in my classroom. For a week provides clear, practical advice concerning how
after putting down the book I weighed up my this understanding relates to a child’s developing
classroom practice against the advice in this book cognition.
which is also titled The New Science of Education
and the Brain. Until recently any author claiming What is helpful, is how his understanding of how
to give direct teaching advice based upon brain the brain works can be applied to learning and
science was given very little space in my thinking. learning specifically in the classroom. There is
This is in part due to the bad science that is often a lovely episode on page 189 where there is an
involved when someone claims to tell you ‘How appeal to allow mirth and laughter to have a place
the Brain Learns’ and the movement pushing in the learning process. This is timely advice
learning styles and other such oversimplifications for I write this on the 8th of March the day when
of science as quick educational fixes. children in England return to school. I wonder how

Vol. 26 No. 2 Summer 2021

28
much laughter will be heard after all those months classrooms. The highlight of this section are the
of silence? thirteen easy applicable action points of which I
will relate numbers 6, 7 and 13.
Part Three of this book gave me much food
for thought for in these pages he outlines the • Keep children active, curious, engaged and
pedagogical features that need to be present for autonomous,
it to occur: attention, active engagement, error • Make every school day enjoyable,
feedback and consolidation. Each of these four • Let students sleep!
sections is practical and helpful and serve to lead
the reader towards the main aim of the book which This a lovely book and one that I will readily
is to provide a neuroscience-informed approach to buy for those who are seeking help in applying
education. I think he does this in the right way and neuroscience in their schools and classrooms.
has actually opened an important door that many There is much here to support those pupils Equals
are seeking. Once through the ideas therein have is passionate about and I aim to distil more of the
the power to transform the classroom. And boy, gems contained within How We Learn over the
given the past 12 months do we need transformed rest of this year.

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