Teach Secondary Issue 14.3

However, when homework was marked in lesson and pupils reported their scores, I’d never focus on whether they had achieved the published score. Rather, I’d always recognise and acknowledge when pupils had improved from the previous week, even if it were only by one mark. A pupil who had moved from 5 correct questions answered to 6 correct questions answered would receive the same level of praise as a pupil who had moved from 19 correct answers to 20. My goal was, and remains to celebrate progress from all starting points and ensure every pupil improves, even it be at different rates. 4. Publicly challenge negativity towards maths Unhelpful attitudes about maths – whether from pupils, parents or teachers –must be challenged with clarity and empathy. When a pupil says they “ Can’t do maths, ” I remind them of their past successes, reassure them that some topics will feel easier than others, and emphasise that perseverance builds character. Attitudinal shift Whenever I hear a parent or teacher say “ I was never any good at maths ”, I express sympathy with them that their teacher never found a good way to make maths accessible for them, but state that I’m sure we can find a way of supporting them inmaking sense of mathematical ideas. If a parent or teacher doubts a pupil’s ability in maths, saying they’ve “ Always struggled, ” or “ Don’t have a maths brain, ” I reaffirm to them my belief that every pupil can progress, given the right support. Some topics may be harder than others, but with the right provision, learning is always possible. Teachers must genuinely believe in their pupils’ ability to succeed inmaths. Their attitudes, conscious or not, shape pupil confidence. Empty praise or hidden doubt can be damaging, but a teacher who truly advocates for every pupil, and who provides meaningful learning opportunities will make maths more inclusive for all. ABOUT THE AUTHOR Peter Mattock is a secondary school teacher of mathematics vital for ensuring that maths classrooms are inclusive spaces. 3. Focus on the progress pupils have made Before switching to an online platform, we used to set weekly homework using booklets I designed. Each sheet included questions on past and future topics, so I’d always clarify which ones pupils should be able to attempt, based on their progress to date. 71 teachwire.net/secondary M AT H S