NQT questions about mathematics

Q1: How can I differentiate appropriately for children struggling with the expected yearly programme of learning objectives in the NNS Framework for teaching?

Q2: How can I effectively use teaching assistants in the whole class teaching elements of the daily mathematics lesson?

Q3: How can I use ICT and web-based material effectively to enhance my mathematics lessons?

Q4: Where can I access lesson plans that relate directly numeracy? Where can I find help with my planning?

Q1: How can I differentiate appropriately for children struggling with the expected yearly programme of learning objectives in the NNS Framework for teaching?

A1:

The Framework for teaching mathematics contains supplements of examples with the appropriate learning objectives and expected outcomes to be achieved by the end of the specified year. However, in Year 1 to Year 3 and Year 4 to Year 6 the examples are presented in three columns, which allows teachers to 'track back' across the columns to locate the appropriate level of difficulty. Appropriate questioning which supports the child's understanding and allows them to work effectively with the rest of the group can also support differentiation. Questioning takes various forms and can be differentiated, open and targeted to meet individual needs. However, good questioning needs to be planned and shared with additional adults prior to the lesson.

Open-ended starting points which allow children to operate at their own level within a common learning objective will help differentiation. Two National Numeracy Strategy booklets give examples of possible stating points:

Shape and space activities (NNS161)
Reasoning about numbers, with challenges and simplifications (DfES0423-2002)
Further information on how to effectively differentiate can be found in the Primary Strategy publication Including all children in the literacy hour and daily mathematics lesson (DfES0465-2002)

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Q2: How can I effectively use teaching assistants in the whole class teaching elements of the daily mathematics lesson?

A2:

Teaching assistants can be used to support whole class direct teaching through one to one group support in a variety of ways: rephrasing or re-explaining the question using visuals, vocabulary cards and prompts; supporting individuals with targeted questions which probably would have been planned with the teacher beforehand.

Teaching assistants can be used effectively in whole class teaching to team teach with the class teacher e.g scribing on the board or demonstrating a strategy using a resource.

Teaching assistants are most effective when they are fully involved in the purpose and format of the lesson. It is therefore important to include teaching assistants in the planning process and to share, with them, the learning objectives for the lesson.

Want to know more?

See Working with teaching assistants: A good practice guide (DfES0148-2000).

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Q3: How can I use ICT and web-based material effectively to enhance my mathematics lessons?

A3:

ICT should be used to support the teaching and learning of a specific learning objective and should not be used for the sake of it. Using ICT as a demonstration and modeling tool with the whole class is particularly effective. Using a single class-based PC with a small group assists focused small group work; work with the whole class working in pairs in computer suites is appropriate to practise skills modelled by the teacher.

There is a plethora of resources available commercially of variable quality. Similarly, many websites have been developed with some excellent web-based materials. The National Numeracy Strategy has compiled a list on Teaching mathematics interactively with web-based materials (DfES0599-2001). You can also refer to Using ICT to support mathematics in primary schools (NNS65)

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Q4: Where can I access lesson plans that relate directly numeracy? Where can I find help with my planning?

A4:

If you want advice about planning and to access lesson plans for mathematics, see the NNS unit plans available in the teaching resources area of this website.

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