Teach Secondary Issue 14.3

W henever I mention that I teach maths, I hear one of two responses. Most people tell me, “ I was never any good at maths, ” sometimes followed by a story of how they struggled, but later persevered. Others say that they enjoyed it because they were ‘naturally good at it’. Even at parents’ evening, I’ll hear, “ I never had a maths brain, ” or “ I don’t knowwhere they get it from .” There’s this widespread belief that maths ability is innate – but that’s a myth. The spectrumof ability Now, it’s true of course that some will struggle to learn mathematical ideas more than others. Pupils with learning needs like dyscalculia, dyslexia, ADHD and the like can find certain aspects of learning maths more challenging than their peers, as they struggle to follow sequences of steps in calculations, process the use of symbols or transfer key number facts into long-termmemory. Similarly, there will always be those pupils that seem to instantly take to maths; who can assimilate abstract ideas quickly, recognise patterns and connections with ease and translate key knowledge into long-termmemory as naturally as walking. To deny that there’s a spectrum of maths ability – by which I mean a pupil’s capacity to learn mathematical ideas – is to deny something that’s easily observed each and every day inmaths classrooms across the country. Selective misconceptions As we know, this tendency isn’t unique to learning maths. Some pupils can appear to be natural linguists, able to pick up languages at a pace that amazes their teachers and peers alike. Others can come across as naturally gifted musicians or dramatists. What does seemunique to maths, however, is this idea that some can learn it whilst others can’t . We don’t hear “ They don’t have a head for languages ”, or “ I always struggled with writing at school ” nearly as often as we hear those same sentences applied to the study of mathematics. One possible contributing factor is maths’ status as a core subject, meaning everyone must continue to study it until at least 16. Other subjects that students may find more difficult can often be dropped from their studies when they’re 14. Yet when we examine the difficulties some encounter while studying maths against the wider backdrop of similar difficulties pupils are finding across a whole range of subjects, it should become clear that for many, their brains are just as capable of learning maths as they are of learning music, languages, history, or indeed any other academic subject. I believe there are a few different strategies that teachers and schools can employ to make it clear that maths is a subject all pupils can learn and find success in. So how should we tackle this widespread belief that some learners simply don’t have ‘a head for mathematics’? 1. Concrete and visual representations Explicit teaching is undeniably an effective strategy for teaching maths. Its impact on those who would otherwise find learning maths more challenging clearly shows that having a skilled teacher directing them is the most beneficial approach for the vast majority of pupils. What’s also clear, however, is that we can’t simply rely on pupils memorising a series of facts and processes if we want to see greater success in mathematical learning. Learners of maths benefit greatly from concrete experiences upon which they can then ‘hang’ their more abstract learning. This might involve the use of a manipulative, or take the form of a relatable, concrete experience or context. It might be a useful diagram that provides insight into a “What seems unique tomaths is this idea that some can learn itwhilst others can’t” fundamental mathematical structure. These kinds of concrete, visual representations can serve as a powerful vehicle for teachers to direct attention at key aspects of the maths pupils are learning, and a means by which pupils can gain confidence and familiarity with key facts and structures – even when they might still be at a point in their learning when they may struggle withmore extract symbology. 2. Engineer opportunities for success There’s a Y8 pupil in one of my classes who’s always positive and hardworking, but finds learning maths to be a real challenge. I know I’ve got my teaching right when, after some guided practice, I hear her say “ I got that, I’m so smart! ” The fact that ‘intelligent’ isn’t something you are , but rather something you become more and more – a message I impart to my classes regularly – notwithstanding, it’s still lovely to hear her take pride and joy in the success she’s experiencing in her study of maths. In that moment, and for that lesson, there will be no doubt in her mind that she can do well. The more pupils get to experience success, the more they’ll enjoy the subject and believe in their capacity to gainmore success in their learning. Making sure that teachers are sensitive to their pupils’ particular learning needs, and can access relevant strategies, is BETTER FOR SUM? Peter Mattock looks at how to make maths an approachable subject for everyone, and not just the numerically gifted… 70 teachwire.net/secondary