Mathematical noticing is a thing! I’ve often used this image whilst discussing number sense, but have never noticed with clarity how the skittle is representing three. A childminder in Windsor described it very clearly on Wednesday night. 🎳

Exploring different representations of 16 with Year 2 children during teaching observed by ECTs as part of the BBO Maths Hub's SKTM (ECT - Phase 1) Work Group offer today. Time was spent highlighting coin values so pupils recognised their connection to 16p, rather than seven...

Participants of the Mobius Maths Hub's SKTM (ECT - Phase 1) Work Group have been reflecting on how they have developed children's attitudes to maths. It was reported that teacher modelling increased enjoyment of a task after it had previously been difficult for the pupil to access

You can now also find me on Bluesky - @njc-ed-maths.bsky.social

Wishing all of my work colleagues and clients a restful school Christmas holidays. It's been a busy autumn term for me with 49 training sessions & numerous school visits - thanks to Joe Burbank Independent Maths Consultant & Helen Lynch for their support with helping provide maths professional development.

Great fun teaching Year 1/2 today - exploring how even numbers are composed of 2s and odd numbers are composed of 2s and one more. Using socks & then double-sided counters to open up language including ‘pair’ & ‘an odd one.’ The teacher saw equity in learning experiences offered.

Really interesting #cpdextravaganza session from Andy Tynemouth & Andy Parkinson on teacher attitudes and practice linked with the MTC being used by schools in England but not schools in Jersey. Children responded to questions with interesting findings being established. NAMA

Mike Askew’s keynote is taking us towards the end of our #cpdextravaganza. We’re exploring how a learner’s emotions has implications for our work as mathematics teacher educators. AMET

Working with Year 2 children in Maidenhead - we explored the NRICH maths investigation ‘Dice in a Corner’ & focused on efficient use of mental calculation strategies. Observing trainee teachers noted how teaching experiences were shaped based on formative assessment.

Following the ‘Talk for Maths Benchmarks,’ this is another high quality resource that can be used by schools to support maths development.

Working with Year 5 and 6 teachers, as well as pupils, in Reading this morning. Which is the odd representation out and why? Aiming to develop children’s understanding of different representations with links to multiplication.

A highlight of the academic year! Working with Year 4 children in Eton as part of a maths enrichment morning. Exploring domino and die properties as preparation for later accessing problems of greater complexity. NRICH maths

During a BBO Maths Hub school visit today, this example of children being taken towards making generalisations was seen in a Year 4 maths book. It was evident that the TRG Lead, who had been promoting this idea during the year, had positively influenced the teacher’s task design.