You shouldn't worry yes that ain't no crime. Cause if you get it wrong you'll get it right next time

Transcription

1 @Maths4UKplc

2 Out on the street I was talkin' to a man He said "there's so much of this life of mine that I don't understand You shouldn't worry yes that ain't no crime Cause if you get it wrong you'll get it right next time

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4 The Maths and Mindsets Revolution Dave Bowman Teacher of Mathematics Farmor s School 10 June 2016

5 Do the sums If letters A,B,C,D,E X,Y,Z represent 1%, 2%, 3%...24%, 25%, 26% Calculate the value of the sum of letters in KNOWLEDGE 3 96% HARDWORK 2 98% ATTITUDE 1 100%

6 It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair,. we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the A Tale of Two Cities Charles Dickens other way--in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only

7 Best of Times 2012 Formation of National Numeracy is an independent charity that focuses on adults and children with low levels of numeracy. We aim to challenge prevailing attitudes, influence public policy and research, identify and promote effective approaches to improving numeracy.

8 Best of Times

9 Worst of Times Mathematics has the dubious honor of being the least popular subject in the curriculum Future teachers pass through the elementary school learning to detest mathematics They return to the elementary school to teach a new generation to detest it How to Solve it; Polya; 1956

10 Worst of Times it is currently socially acceptable to say you are weak numerically. Whereas it is ok to say I don t know 9 times 7 ; it is not ok to say I can t spell Letter of application; Dave Bowman; 2002

11 Now is the Time It s no exaggeration to say this is a make or break period in the history of maths in this country. RT Hon Elizabeth Truss All around us, the influence of mathematics is shaping our lives in previously unimaginable ways. From our experience of online shopping to the financial performance of investments and pensions, we live in a world entirely framed by maths Even in those professions not traditionally associated with mathematics, there s now a heavy reliance on algorithms and calculations: in journalism to spot the patterns in data; in architecture to use algebra and calculus with confidence; in marketing to make sense of the enormous array of statistics the world creates every day. That modern orientation towards deduction and logic, that appetite for maths, the appreciation of statistical analysis, technology and probability, opens up tremendous opportunities for young people in this country. But to take full advantage, we need to start exploiting mathematics as urgently as other countries might drill for oil.

12 Elizabeth Truss February 2014 Ms Truss said children in Shanghai were "streets ahead" of their UK counterparts and believes it is "teaching practices and a positive philosophy that make the difference". "They also have a can-do attitude to maths, which contrasts with the long-term anti-maths culture that exists here", she said.

13 The Mindset Revolution Really?

14 Who and When? The great teachers believe in the growth of the intellect and talent, and they are fascinated with the process of learning Carol Dweck: Mindset 2006 Each one of us should be in love with learning and this desire for self-improvement should remain with us as long as there is breath in our body Sir Michael Grylls : Born to Succeed 1994

15 - Revolution POSTERS PROCEDURES POLICY You are making it happen by what you do and say

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17 MINDSETS GROWTH IS ONLY 25% GROWTH PURPOSE BELONGING SELF-EFFICACY

18 MINDSETS GROWTH IS ONLY 25% Teaching Adolescents to become learners; Farrington et al 2012 GROWTH PURPOSE BELONGING SELF-EFFICACY

19 Think Big Start Small One approach would be to change institutional structures and practices so that students everyday school and classroom experiences promote positive academic mindsets. Another approach would be to leave schools and classrooms as they are, but to use the findings from intervention research to help students achieve positive mindsets and thus inoculate students from potentially unsupportive environments. Teaching Adolescents to become learners; Farrington et al 2012

20 Inoculate Students Help students achieve positive mindsets and thus inoculate students from potentially unsupportive environments Investing in an intervention program could be a prudent way to build students academic mindsets without changing existing school and classroom practice Portsmouth Study

21 Staff Mindsets are important pedagogical practices can lock students into low achievement and deplete the math pipeline It s ok Not everyone can be good at math : instructors with an entity theory comfort (and demotivate) students. Rattan, Good, Dweck; Journal of Experimental Social Psychology; December, 2011

22 Carol Dweck- warning a growth mindset is the belief that you can consistently develop your talents and abilities. This stands in contrast to a fixed mindset, which is the belief that your talents and abilities are carved in stone and cannot be further cultivated. Research has repeatedly shown that a growth mindset fosters greater motivation and achievement in students. However, a growth mindset does not promise that your ability will develop, let alone develop to a high level, regardless of what you do. Nor is there any evidence that saying, You can do anything, teaches students a growth mindset.

23 Carol Dweck #Leaderstolearnfrom

24 Carol Dweck #Leaderstolearnfrom Learning and progress is the ultimate goal. Effort is the root." Mastery based learning is very compatible with growth mindset. We have to teach students to ask for guidance and not just the answer. Our growth mindset can become our students' growth mindset. Walk the talk and talk the talk. Bouncing back from setbacks is at the heart of growth mindset.

25 My classroom message We are here to learn Do you want to learn? Many people can help you Don t want to learn? Nobody can help you

26 Make your message clear

27 CLASSROOM NORMS

28 Adaptive Mindsets and Classroom Norms are necessary for Mastery

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30 NCETM assessment materials 1. A mastery approach: a set of principles and beliefs. This includes a belief that all pupils are capable of understanding and doing mathematics, given sufficient time. Pupils are neither born with the maths gene nor just no good at maths. With good teaching, appropriate resources, effort and a can do attitude all children can achieve in and enjoy mathematics. 2. A mastery curriculum: one set of mathematical concepts and big ideas for all. All pupils need access to these concepts and ideas and to the rich connections between them. There is no such thing as special needs mathematics or gifted and talented mathematics. Mathematics is mathematics and the key ideas and building blocks are important for everyone. 4. Achieving mastery of particular topics and areas of mathematics. Mastery is not just being able to memorise key facts and procedures and answer test questions accurately and quickly. It involves knowing why as well as knowing that and knowing how. It means being able to use one s knowledge appropriately, flexibly and creatively and to apply it in new and unfamiliar situations. The materials provided seek to exemplify the types of skills, knowledge and understanding necessary for pupils to make good and sustainable progress in mastering the primary mathematics curriculum.

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36 How we react to Mistakes Moser et al 2011

37 Try everything

38 Grow the Roses

39 E F F O R T Where are you on your road tosuccess? I did I am I can I think I can I might I think I might I want to I wish I could I don t know how to I can t 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

40 Posters Help

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42 NOT YET! Messages from the YETI

43 Regular mindset messages in school magazine and twitter

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45 Make them Believe

46 Thank you make a difference It s revolution time

47 @Maths4UKplc