Characteristics of Highly Effective Teachers of Numeracy, from Askew et al

Highly effective teachers were characterised by beliefs about

What it means to be numerate:

§  having a rich network of connections between different mathematical ideas

§  being able to select and use strategies, which are both efficient and effective.

They used corresponding teaching approaches that:

§  connected different areas of mathematics and different ideas in the same area of mathematics using a variety of words, symbols and diagrams

§  used pupils' descriptions of their methods and their reasoning to help establish and emphasise connections and address misconceptions

§  emphasised the importance of using mental, written, part-written or electronic methods of calculation that are the most efficient for the problem in hand

§  particularly emphasised the development of mental skills.

How children learn:

§  almost all pupils are able to become numerate

§  pupils develop strategies and networks of ideas by being challenged to think, through explaining, listening and problem solving.

They used teaching approaches that:

§  ensured that all pupils were being challenged and stretched, not just those who were more able

§  built upon pupils' own mental strategies for calculating, and helped them to become more efficient.

The role of the teacher:

§  discussion of concepts and images is important in exemplifying the teacher's network of knowledge and skills and in revealing pupils' thinking

§  it is the teacher's responsibility to intervene to assist the pupil to become more efficient in the use of calculating strategies.

These teachers used teaching approaches that encouraged discussion, in whole classes, small groups, or with individual pupils.

Less effective teachers believed in the importance of either

§  pupils acquiring a collection of facts and standard methods, and that pupils varied in their ability to remember these. They used teaching approaches that:

o   dealt with areas of mathematics discretely

o   emphasised teaching and practising standard methods and applying these to abstract or word problems without considering whether there were alternative more efficient ways of solving a particular problem.

or

§  developing numeracy concepts using practical equipment and waiting until pupils were ready to move onto more formal methods. They used teaching approaches that emphasised pupils working things out for themselves, using any method with which they felt comfortable.

 

©Enchanted Learning Ltd 2015