DCC Numeracy and Mathematics Strategy

DCC Numeracy and Mathematics Strategy

The Big Picture

Local Picture

Early Years

Primary/secondary Strategy

EY Strategy

Business Studies

A National Response to Improving Mathematics in Scotland (NRIM)

(NRIM) has the following aspirational aims;

• To transform Scotland to be a greater maths-positive nation (achieved partly by promoting the joy of mathematics), • To support and promote the belief that everyone has the capacity to become proficient at mathematics, regardless of their current circumstances in life, • To ensure to that the 21st Century Skills are embedded within teaching and learning, • To ensure consistently high standards of professional learning in numeracy and mathematics across Scotland, • To improve levels of mathematical literacy, • To improve attainment in numeracy and mathematics in Scotland.

Education Scotland NRIM

Business Studies

The Local Picture

Stretch Aims

Our Aim

We aim to increase teacher knowledge and skills in the pedagogy of evidence-based approaches, such as Conceptual Understanding in teaching Numeracy and Mathematics to ensure that all learners are provided with maximum opportunities to acquire, understand and apply the skills effectively and with confidence based on the national standards, whilst also provide support for those experiencing issues on inequality in the session 22/23.

• To increase numeracy outcomes in P1, P4 and P7 from 77% to 81% • To increase numeracy outcomes in S3 from 85% to 87%

Business Studies

Early Years Overarching Themes

Numeracy and mathematical experiences should weave, build and grow children's interests, vocabulary and knowledge.

Numeracy and mathematical learning can be found in all aspects of the curriculum and all areas of the setting.

Numeracy and mathematical learning begins at birth and is evident throughout a child’s life experiences.

Numeracy learning is enhanced by adults who use purposeful mathematical language when carrying out experiences.

Numeracy and mathematical learning should be actively encouraged by providing different materials in different contexts to encourage opportunities for exploration, enquiry and problem solving.

DCC Pedagogy Team - Early Years Numeracy and Mathematics Strategy

1. Young children as leaders of learning

2. Responsive and intentional planning

5. Observation practice and assessment

3. Child-centred pedagogy in practice

4. What mathematics should young children learn?

1. How do we use assessment to build on pupils' existing knowledge and understanding?

DCC Pedagogy Team - Primary and Secondary Numeracy and Mathematics Strategy

2. How do we use manipulatives and representations?

8. How do we support for successful transitions?

3. How do we teach strategies for solving problems?

7. How do we use structured interventions to provide additional support?

4. How do we enable pupils to develop a rich network of mathematical knowledge?

Dyscalculia

6. How do we use tasks and resources to challenge and support?

Differentiation Strategies

5. How do we develop pupils' independence and motivation?

Assessment: Some Useful Strategies

1. How do we use assessment to build on pupils' existing knowledge and understanding?

Teaching Cycle

Examples

Resources

Activate Prior Learning

Bold items are linked

• Progression Frameworks
• Diagnostic Assessments
• DCC Assessment Catalogue

• Play a game

• Provide a hook
• Engage
• Relevant to progression

• Make it real-life

• Sing a song

• Present a challenge

• Give a statistic

Review

• Discuss an object

• Assessment
• Make connections

• KWL Grids

• Concrete materials

• Pictorial representations to make connections

Link to examples related to the teaching cycle

• Abstract understanding

• Provide a hook

CLPL

• My Favourite number

• Teaching Cycle
• Retrieval Practice
• HQA in Numeracy
• Numeracy Trackers
• Numeracy Champions

Examples

• Maths Journaling

• Baseline Assessments

• Sumdog diagnostic assessment

• High quality assessments

• Puma assessment

• Periodic assessment

• Diagnostic assessments

• Think boards

• Graffiti Tasks

2. How do we use manipulatives and representations?

Resources

Teaching Cycle

Examples

• CUiN
• Numicon
• Concrete materials
• Progression Frameworks

Bold items are linked

Explain New Learning

• Concrete materials e.g counters, dienes, number discs, cuisenaire rods.

• Questioning strategies

• Introduce in small steps
• Ask questions
• Provide model

• White rose maths/Maths tools for teachers

• Abstract – linked to pictorial and concrete representations
• Arrays

Examples

Interactive Pictorial representations on IWB and pupil devices:

• Bar Modelling

• Interactive Games:

Topmarks,

CLPL

• Subitising

• 10 frames

Mathigon

• Rekenrek

• Arrays

• Problem solving related to real life
• Play contexts
• Outdoor learning

• CUiN
• CUiN Refresher
• Numeracy Pioneers

• Number lines

• Fraction bars

• Grids

• Fraction Circles

• Dienes/Base 10

• Number discs

• Natural Materials and loose parts in Outdoor Learning

• Arrow cards

• Number square

• Cuisenaire rods

• Rigour maths

• Place Value Charts

• Part Part Whole Model

3.How do we teach pupils strategies for solving problems?

Examples

Teaching Cycle

Resources

• Scaffolding
• Feedback
• Planned purposeful talk
• Number Talks
• Co-operative learning activities
• Number lines
• Pick out key vocabulary in a word problem

• RUCSAC/CUBE
• CPA Approach

• Mental maths strategies

• Numeracy Trackers
• Progression Frameworks

Guided Practice

• High quality assessment

• Scaffolding
• Feedback
• Planned purposeful talk

Reflect

• Problem solving with a range of strategies e.g. working systematically, visualising, conjecturing and generalising, and working backwards.

CLPL

• Check for understanding
• Challenge
• Success rate

• Teaching cycle
• Assessment is for Learning
• Numbertalks
• Numeracy Pioneers
• Numeracy Trackers
• Retrieval Practice

• Think boards

• Part part whole models

• Bar modelling

• Group worthy tasks

4. How do we enable pupils to develop a rich network of mathematical knowledge?

Examples

Teaching Cycle

Resources

• Word banks for each topic area within numeracy and maths (mathematical language and strategies e.g – partitioning

Guided Practice

• Progression frameworks

• Numicon
• Sumdog
• Read, Write, Count

• Scaffolding
• Feedback
• Planned purposeful talk

• High Quality Assessments
• Questioning strategies

• Forward planning – find opportunities to link maths concepts to current and school events.
• Planning a whole school careers week and explore their connection to maths

Reflect

• Check for understanding
• Challenge
• Success rate

CLPL

Examples

• Teach maths through social studies & across the curriculum with IDL

• Using songs, games and music e.g. Sumdog,

• Retrieval practice
• Numbertalks
• CUiN Train the trainer
• CUiN Refresher
• Financial Education

Topmarks.

and across the curriculum with IDL.

• Financial Education to make link to real life,

Young Enterprise Scotland.

• Home and Family Learning

• Providing real life examples to apply to learning

• Marvellous Maths STEM Ambassadors

• Will I ever use this?

5. How do we develop pupils’ independence and motivation?

Teaching Cycle

Examples

Resources

• Enable Table
• Maths Working Wall – written with pupils
• Number talks/oracy tasks linked to numeracy
• Technology – iPads, IWB,

• Mixed ability groups

• Games – e.g. cards, dominoes, bingo, boardgames.

• Learning partners
• Active
• Teachers assistants for ‘helpers’
• Random name picking – e.g. lollysticks or name generator.
• Outdoor maths
• Pupils teach a lesson/make a game or activity
• Older buddies working with younger pupils
• Self and peer assessemnt

Independent Practice

• High quality assessments
• Meta skills

• Application
• Extension

SeeSaw tasks,

what one doesn’t belong website,

Examples

Sumdog.

• Maths Journaling

• Range of differentiated activities – e.g. stations

• Maths Week Scotland

• Outdoor maths:

• Creative STAR Learning

• Learning Through Landscapes

• Fluid groupings

• OWL

• Outdoor Maths NRich

• STEM Learning Outdoors

CLPL

• Outdoor Maths Home Learning

• Meta Skills
• Retrieval practice
• Numeracy Pioneers

• Escape rooms

6.How do we use tasks and resources to challenge and support pupils’ mathematics?

Examples

Resources

Teaching Cycle

• High quality assessment
• Concrete resources like algebra tiles
• WordWall
• MathsBox

Bold items are linked

• MathsWorkout

• MathsBox

Independent Practice

• NumeracyWorkout

• Bank of WordWall activities

• Application
• Extension

• Maths Starters

• Transum Mathematics

• Daily Rigour

• Group activites - e.g. treasure hunts, relays or bingo
• Familiarisation with SQA questions to introduce command words
• Skip counting
• Daily Sums
• Mental maths - 10 quick questions, Folens
• Splat squares

Review

CLPL

• Assessment
• Make Connections

• Numeracy Pioneers
• High quality assessment
• Numeracy Trackers

• Chilli Challenges

• Differentiation

7. How do we use structured interventions to provide additional support?

Examples

Resources

Teaching Cycle

• Differentiation Catalogue

Guided Practice

• Catch up numeracy

• Numeracy Trackers

• Ensuring a range of support materials are available in classes
• Identify small groups for support with SFL teachers/support staff if available
• Use NSA/ULTA data to identify pupils to target Teacher observation and assessments
• Learning partners
• Class groupings

• Scaffolding
• Feedback
• Planned purposeful talk

• Progression Frameworks

• EFF Catch up Numeracy

Reflect

• Check for understanding
• Challenge
• Success rate

• Numicon online

CLPL

• Numicon Intervention Programme

Examples

• Differentiation
• Numeracy Trackers
• Numeracy Pioneers

• Sumdog diagnostic assessment

• Same day interventions

• Maths recovery books

• Puma assessment

• Developing number knowledge

• Teaching number in the classroom

8.How do we support pupils to make a successful transition between primary and secondary school?

Examples

Resources

Teaching Cycle

• Progression Frameworks

• Cluster group of staff working together – moderation e.g using similar vocabulary, resources
• Expose pupils to resources through transition visits and any new teaching approaches

• Reinforce pictorial representations for problem solving e.g. barmodels, empty number lines

Activate Prior Learning

• Provide a hook
• Engage
• Relevant to progression

• Practical materials available in all classes at secondary

• White Rose Digital tool

• Use similar resources/text books i.e. P7 and S1 using Teejay text Books
• Consistent structure/format of maths lesson e.g starter task, mental maths activities, Number Talks etc
• Similar training for P7/S1 staff e.g CUiN and Number Talks
• Secondary staff deliver sample lessons in Primary school to build relationships and familiarise learners with format/structure of lessons

CLPL

• CUiN
• Numbers Talks
• Numeracy Pioneers

• Maths based Transition projects

CLPL opportunities -

Coming soon:

Self lead:

• National Numeracy and Mathematics Professional Learning webinar Series - Dyscalculia

• Early CareerTeacher Professional Learning Numeracy & Mathematics Session 2023/2024 - sign up August 2023

• Early Career Teaching - Padlet with recoreded sessions - Secondary 2022/23

• Tay Math spotlight session 2023/24 - various dates

• Early Career Teaching - Padlet with recoreded sessions - Primary 2022/23

• Tay Math - Middle Leaders: Leading change in Numeracy and Mathematics - first session 1/02/24.

• Tayside Mathematics Education Conference - Saturday 28th September