Use manipulatives

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So much fantastic work has been done on using manipulatives within maths lessons. For example, counters in ten frames can be used to model addition calculations that border ten. This highlights efficient mental strategies, helping children to move beyond counting strategies. Similarly, place value counters can be used to conceptually understand a column subtraction, modelling the process of regrouping. In these instances, the manipulatives can bring to life the key mathematical ideas, leading children to a deeper understanding.

Often, though, manipulatives can be used less frequently as children move through KS2. Also, their use can be primarily in developing number fluency, rather than being used as a tool for problem-solving.

How, then, can manipulatives be used in KS2 for all children, to develop a deep understanding of more complex mathematical ideas?

Read the whole article HERE

six strategies that encourage students to explore, create, reflect, and connect—even during the testing season

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When state testing season arrives, classroom routines can quickly fall apart. Schedules shift, instructional time is cut, and students often sense the disruption. It’s easy for learning to take a backseat, but it doesn’t have to.

Read this interesting article HERE

Hidden bias in standardized tests

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Marjolein Muskens has found that educational systems and teaching methods can inadvertently limit the opportunities of certain students. She is interested in students’ hidden talents and shedding light on the unintended obstacles that hinder students from disadvantaged backgrounds. Marjolein tells Annie Brookman-Byrne about her research into the bias found in standardized math tests. 

Read the whole post HERE

Students are NOT lazy

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At some point along my journey as an educator, I made the conscious choice to believe that student laziness is a myth. But, Kyle, … come on. Surely, you’ve had lazy students in your class. EVERY class has those students. I must confess, on the surface, it sounds naive, shortsighted, and even downright foolish. One might argue that I allow myself to be duped and that I am far too easy on my students. Like anything, there is much that lies beneath the surface.

Read the whole story HERE

The effect of content domain and question format to identify dyscalculia

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Developmental Dyscalculia (DD) is characterised by persistent difficulties in learning mathematical skills, which usually becomes apparent in the early years of schooling. Traditionally, DD is known to affect children’s arithmetic processing, whilst other domains of mathematics receive much less research attention. Nevertheless, contemporary diagnostic guidelines suggest that DD is linked to widespread and diverse difficulties, both within and outside of the domain of numbers. This study examined the performance (i.e., accuracy and number of questions attempted) of children on a curriculum-based mathematics assessment, considering the effect of content domains, question format (i.e., multiple-choice questions vs. constructed response questions) and test half. 

Read all about this research HERE