Maths in the Primary School
Liam Bowden, Primary School Maths Lead
Aims of the session
Student Perceptions
What we believe Maths should be
What we believe Maths shouldn’t be
School Perceptions
Can you solve this? Show your working out
CPA
CPA
C
P
A
C
P
A
It’s cyclical not linear.
Manipulative examples used at DBIS
Place value counters
Bead-string
Base-ten / Dienes
Numicon
Cuisenaire rods
Multilink
Tens Frame
Retaining Knowledge
*Information retainment curve
What
we
Cover
*Will vary depending on year group
Skills Breakdown
Y1 Example
Key Stage 1 Approach to Teaching Mathematics
Adult Led:
Key Stage 1 Approach to Teaching Mathematics
Adult Initiated:
Key Stage 1 Approach to Teaching Mathematics
Child-Initiated through Continuous Provision:
Visual CPA reminder preferably linked to the unit being studied at that point.
Key vocabulary for the unit referenced here.
Value
Greater
Less
Tens
Ones
Hundreds
Methods, Visuals & Models Examples of models and methods being used in this unit to explain the concepts.
Images built with students during lessons
So what does a lesson look like?
Document Name
Challenge
Flow Theory
We work on the opinion that students learn best when they are in ‘flow’. Flow is a state that sits perfectly between tasks being too tricky and too easy. Too challenging and students will develop anxious feelings towards Maths. Not challenging enough, students will become bored.
Allow students to self select tasks
Avoid fixed groupings - remain ‘adaptive’ during sessions
Consider tasks carefully
Developing
Mathematical Mindsets
How do we pinpoint high mathematical attainment?
How do we pinpoint high mathematical attainment?
The basics of mathematical fluency, knowing mathematical facts and being able to recall them quickly and accurately.
Problem solving in maths is finding a way to apply knowledge and skills you have to answer unfamiliar types of problems. To be able to do this, students need more than just good mathematical knowledge.
Trial and improvement: Trying something out and gaining insight from it
Working systematically: Working in a methodical and efficient way that shows a pattern/system being used
Pattern spotting: Looking for sequences to explain
Working backwards: Starting from the answer
Reasoning logically: Using and inference and discussion to arrive at a conclusion
Visualising: Thinking ‘pictorially’ - using images to support models of thought
Conjecturing, Generalising & Proving: Posing a hypothesis and then testing to see if correct
Learner Profile
| | | |
Committed Learners Dedicated students who channel their curiosity and develop their intrinsic motivation to learn. As they take risks and learn from mistakes, they grow as resilient, lifelong learners who adapt to their learning environment, establishing mutual respect in pursuit of collective and individual excellence. | Balanced Individuals Reflective students who value their sense of self and are aware of their emotions and the impact they have on others. They understand the importance of physical, social and emotional balance to achieve personal wellbeing and know when to draw on the support of others. | Mindful Leaders Empowered students who build trust to activate and lead others to take action and make a positive difference in the world. They lead with kindness, integrity, honesty and a strong sense of equality and respect for all, nurturing an inclusive and respectful approach to leadership at all levels. | Responsible Citizens Internationally minded students who act proactively to make a positive difference in the lives of others and to the environment. They are courageous change agents who understand the importance of their role and are proud of the positive contribution and impact they have both locally and globally through service. |
| | | |
Effective Collaborators Purposeful students who work together towards a shared goal and promote a collaborative learning culture which is inclusive and celebrates diversity in the perspectives of others. They are confident when working independently but recognise they can be stronger when collaborating together. | Confident Communicators Articulate students who process, organise and coherently express their thoughts and opinions and actively listen and reflect on the views of others. They carefully consider purpose, audience and style when communicating, interpreting and expressing their ideas. | Problem Solvers Adaptive students who think deeply and critically about their learning and apply logic and innovation to identify and solve authentic problems. They set goals, plan and prioritise their approach and keep solution focused as they explore and iterate to discover creative solutions and different strategies. | Creative Thinkers Inquisitive students who think creatively and imaginatively, asking great questions in order to inquire and make connections to further their understanding and satisfy their curiosity. They investigate their own lines of inquiry and demonstrate their learning in innovative and creative ways. |
Learner Profile Summaries
The PIN Problem
Can you solve it?
Can you explain your method?
Rigor Vs ‘Play’
We need both!
Every student can participate in rigorous mathematical thinking.�Rigorous mathematical thinkers want to understand why, not just get the answer. They make connections and seek underlying structure and coherence. They develop powerful tools to solve problems, including fact fluency and procedural efficiency. Rigorous mathematical thinkers ask questions, make conjectures and predictions, test out their ideas relentlessly, and expect to be surprised.�Play is the engine of learning.�Mathematicians engage in play constantly: exploring, wondering, noticing, and being led by curiosity. Play can transform math class from tedious to joyful, from shallow to deep, from mundane into fascinating. Students at play are more likely to persist, to build tenacity, to remember, and to learn. Play is the secret sauce that helps students come to love and succeed in mathematics.�Without rigor, mathematical play is formless.�Without play, mathematical rigor is unsustainable.�We need both, together, to get the most out of mathematics.
Rigor
Examples of ‘key’ fluencies
Knowing times tables and division facts*
Knowing number bonds
Adding/Subtracting mentally*
Being competent with strategies like column addition/subtraction*
Being competent with strategies like formal written method for multiplication*
Knowing 3D and 2D shape names and properties*
*within your child’s year-group context
‘Play’
Sites
Puzzles
Class Provision Areas
Investigations
You will see that some squares, or groups of squares, are outlined with a thick black line. These groups of squares are called 'cages'.
In the corner of one of the squares in a cage, you will see a small target number and usually a mathematical operation too. For example, this cage has '-1' in the corner so it means that the two numbers can be subtracted to give the answer 1.
(For example 2-1 or 3-2)
When we subtract the two numbers we get the answer 1.
The Power Of Puzzles
KenKen
2 1 3
1 3 2
3 2 1
Answer
You will see that some squares, or groups of squares, are outlined with a thick black line. These groups of squares are called 'cages'.
In the corner of one of the squares in a cage, you will see a small target number and usually a mathematical operation too. For example, this cage has '-1' in the corner so it means that the two numbers can be subtracted to give the answer 1.
(For example 2-1 or 3-2)
When we subtract the two numbers we get the answer 1.
You try….
KenKen
You can’t repeat numbers in the same column of row!
Answers…
Learner Profile
Supporting at Home
Different dynamics!
Document Name
Know what’s being taught in class
DBIS Maths Website
The DBIS Maths Website will explain how the teaching of the four operations progresses from Y1-6.
It will demonstrate the language and models/images used to teach each skill and will provide videos for parents to gain a deeper understanding.
Y4 Example
Site to be finished by June 2026
Document Name
Familiarise yourselves with the sites we use
TT Rockstars - Incentivises Fluency
Scatter Tables
2 students stand over the times table they’ve been learning recently. A third person reads a times table (2x8) the student that lays their counter on the answer first, wins a point.
Simple - great for Y2s and Y1s.
Work with students on an ‘assignments’ they have not completed.
Document Name
Know what’s being taught in class
Discreetly teach characteristics
Play
Genius Square
Mastermind
In Mastermind, one player creates a secret code using colors; the other guesses the code, receiving feedback on accuracy after each attempt.
In Genius Square, players use dice rolls to position blockers, then race to fit all 7 polyomino pieces into the grid.
Puzzles
Sites
Online KenKen
Online Kakuro
Online escape rooms
So much to choose from!
Document Name
Useful Links
DBIS Maths Hub
Challenge Sites:
Online Manipulative Sites:
Puzzle Sites:
Document Name
00
Thank you