Forty Pence Each or Two for a Pound E-Book

Danielle Bartram

• Herausgeber: Crown House Publishing
• Kategorie: Bildung
• Sprache: Englisch
• Veröffentlichungsjahr: 2017

Beschreibung

In Forty Pence Each or Two for a Pound: Making Maths Memorable, Accessible and Relevant, Danielle Bartram shares a wealth of practical resources and ideas to help teachers develop a whole-school commitment to, and enthusiasm for, improving numeracy. How many times have you heard someone say they 'can't do maths'? This attitude and acceptance of it appears to be endemic, but being bad at maths or excusing innumeracy as maths-phobia can no longer be tolerated. Danielle Bartram, of Miss B's Resources fame, has made it her mission to remedy this issue and believes that learners should have a basic concept of number and problem solving in order to stop them being ripped off by companies when purchasing items, insurance or moving energy suppliers later on in life. For this reason, she has specifically designed Forty Pence Each or Two for a Pound to give the teaching and learning of numeracy a firm foundation in everyday contextual settings so that students can transfer the logical and functioning skills inherent in mathematical understanding to real-world contexts. With the new Ofsted criteria focus on numeracy, all teachers will want to develop their maths teaching practice.Forty Pence Each or Two for a Pound contains plenty of ideas to help teachers of all subject specialisms to do just that, and tackles students' maths-phobia head on by providing an invaluable collection of 31 ready-to-use activities and resources to improve their enthusiasm for, and confidence in, the applied use of maths. Danielle has achieved this by shifting away from a prescribed list of maths-teaching techniques and instead presents a treasure trove of exciting, lesson-ready ideas held together by six numeracy links number, functional skills, graphs and statistics, problem solving, shapes and measures, and formulae and equations that can be embedded across the full curriculum. The 31 resources are tagged with their relevant numeracy links to indicate the mathematical territory covered (e.g. graphs and statistics), and are also divided into six categories literacy, exploration, engagement, classroom management, marking and reflection, and organisation and presentation for ease of identification while flicking through the book. Danielle complements each activity with useful mathematical pointers, such as the language to be used and the numerical concepts that students often struggle with or have misconceptions about, and has made all of the resources available as PDF downloads from her Miss B's Resources website via a specific link provided in the book. Beyond the more practical provision of strategies and resources, Forty Pence Each or Two for a Pound also offers expert guidance on the shaping of numeracy coordination across the school and presents example audit grids to serve as an outline of how students' progress with each numeracy link can be monitored. Suitable for numeracy coordinators and teachers of all subjects, in both primary and secondary settings, who want to embed into their lessons the numeracy skills that their students will need in everyday life.

Leseprobe

Praise for 40p Each or 2 for £1

In Forty Pence Each or Two for a Pound Danielle Bartram mentions the term ‘easy’ twice as often as she does the word ‘hard’, which gives us a strong indication of the application and usability of the book’s vast array of mathematical content. From cover to cover, there are practical ideas and effective assessment and classroom-management strategies specially designed to engage learners and increase whole-school participation in maths.

I wish Danielle had been my maths teacher – things may just have turned out differently!

Ross Morrison McGill @TeacherToolkit

Dinner is over. The bill arrives. All heads turn expectantly to the maths teacher in the group and the inevitable question is posed: ‘Well, how much should we each pay?’

Let’s be honest, this transaction should be possible without a trained mathematician. The scenario is often mirrored in schools too, with numeracy skills seen as the sole responsibility of maths teachers. In this helpful book, however, Danielle offers her top tips and provides some really practical, flexible lesson ideas to nurture numeracy in classrooms across the school, not just in the maths department.

Chris Smith @aap03102, maths teacher, Grange Academy, member of the TES maths panel and the Scottish Mathematical Council

The wonderful Danielle Bartram makes numerical literacy accessible to all in this masterclass which explains numeracy in context and gives it the boost needed to compete with its literacy cousin. Containing engaging topics, fun activities and contextual learning, Forty Pence Each or Two for a Pound will not only excite mathematicians, but also anyone who wants to promote a love of numeracy.

This could be a missing Teachers’ Standard.

Deborah Barakat @mrsmathia, Assistant Principal and Initial Teacher Training Lead, Excelsior Academy

‘Numeracy across the curriculum’ is a phrase that I have never truly understood – something that is even more worrying given that I have been a school numeracy coordinator in the past. Does it just mean doing times tables in French and scattergraphs in geography? Now I know that it doesn’t.

With 31 activity types discussed, complete with teacher notes and variations, numeracy will no longer feel like an inconvenient bolt-on for non-maths teachers. This is an important book for those who have responsibility for sharing numeracy across their school, for those who aspire to do so and for the ever-growing numbers of non-maths specialist teachers wanting practical strategies to help mathematically reluctant students develop a love for the subject. I just wish this book had been around many years ago.

Craig Barton, maths teacher, maths adviser, TES, creator, mrbartonmaths.com

Danielle starts Forty Pence Each or Two for a Pound with an honest and open introduction that will resonate with a lot of readers, and her keen enthusiasm for maths shines throughout the book as you can actually hear her voice talking you through the processes. Danielle reinforces the key message that every teacher is a teacher of maths, and that maths is intrinsic in what we do. Numeracy can easily be enhanced through the use of her suggestions.

Forty Pence Each or Two for a Pound provides a unique and coherent structure in the form of a numeracy chain which tackles six key themes. Using clear instruction, Danielle clarifies the multiple value of each resource as she guides you through a variety of tried and tested classroom approaches.

Invaluable reading for anyone promoting numeracy across a school curriculum.

Julia Smith, author and freelance maths teacher-trainer

Danielle Bartram manages to demystify mathematics by bringing the subject to life in a highly practical book that contains a plethora of ideas and activities. Forty Pence Each or Two for a Pound will build confidence in teachers looking to incorporate numeracy into their lessons and will be particularly useful as a tool to support the development of policy across the school.

David Bartram, Director, Prescient Education Ltd

Forty Pence Each or Two for a Pound is the essential guide that anyone with responsibility for numeracy in their school will want on their bookshelf, and on their mobile e-readers too.

Packed with practical ideas for all, and written by someone who has transformed numeracy in her school and knows how to make numeracy count, Forty Pence Each or Two for a Pound is a call to action for anyone who would ever say ‘I don’t do maths’.

Mark Anderson @ICTEvangelist, Director, ICT Evangelist, educator, speaker, consultant, award-winning blogger and author

Being numerate as well as literate underpins our daily lives, and it can be the key to unlocking many doors. In Forty Pence Each or Two for a Pound Danielle puts maths into an everyday context and enables teachers across all key stages to reach the disengaged student, the frightened-of-maths student, the ‘I can’t do it’ student, and those who have been told by their parents, ‘Don’t worry, maths was never my strong point either.’

Forwards is backwards sometimes, and in this book Danielle enables teachers to go back to make sure the foundations of mathematical learning are secure before moving onto the next step. As mathematical learning starts in the early years foundation stage, Forty Pence Each or Two for a Pound provides the key messages that all teachers of maths and numeracy should know in order to support them in enthusing, enabling and empowering students with a love of mathematical learning. We may not all be teachers of mathematics, but we are all teachers of numeracy.

Students often ask, ‘Miss, why do I need maths?’ Forty Pence Each or Two for a Pound answers this question by highlighting the fundamental basics of maths and by showing us why we all need to ensure our students are savvy and well equipped so that they can live their lives (and avoid being ripped off) with a secure foundation in mathematical application and understanding.

Rachel Orr, education consultant, teacher, tutor and author

Acknowledgements

I would like to thank the teachers from far and wide, Twitter and beyond, who have supported me in my journey. Miss B’s Resources started as a place where I backed up my electronic resources to now being a site used by hundreds of thousands of teachers worldwide. There are far too many people to mention individually who have supported me on this journey. However, a particular thanks must go to Lesley Ann McDermott (@LA_McDermott) and Barry Dunn (@SeahamRE), who both gave me the confidence to write a book and helped me realise there is value in what I have to share. I would also like to say thank you to Fiona Ritson (@FKRitson) who encouraged me to make a difference at the start of my journey as a numeracy coordinator. Finally, a special thank you must go to my editor, Peter Young, who helped me to transform my vivid imagination of resources into this book.

The amazing staff and students at my school need to be thanked for continually supporting me with my ventures and ideas.

Andrea Ayre, Michelle Dunning and Maria Gardner, what can I say? You are my rocks and my maths family. It is a true honour to work in a faculty of friends. Nothing is ever too much for you lovely ladies. You have kept me sane and inspire me every day. You are my very own cheerleading team.

Andrea Crawshaw, Michael Laidler, Sarah Ledger and Jon Tait, you took a chance on me for the job of lead practitioner and have always believed in me. No matter how crazy an idea is, you always bend over backwards to help and support me. My love of learning is kept alive through working with inspiring leaders such as yourselves.

Finally, thanks really does need to go to my family and friends who have been patient and understanding throughout the process of writing this book.

Contents

Title PageAcknowledgementsIntroductionChapter 1.What is Numeracy?Chapter 2.Numeracy4All ChainChapter 3.Breaking Up the JourneyChapter 4.Numeracy LinksChapter 5.Subject KnowledgeChapter 6.The 31 Prime Resources and IdeasLiteracy:1. Scrabblecross2. Writing Weigh-In3. Mathematical Language in Extended Writing4. Talk Time5. True ValueExploration:6. Weight of the World7. Impact Line8. Headline Figure9. Code BreakersEngagement:10. Twisted Figures11. Bargain Words12. Put the Fire Out13. Fuel Fill Race 14. Shopping Spree15. Battle Words16. Netting QuestionsMarking and Reflection:17. Thermometer of Understanding18. The Real Value19. Maths Marking20. Graph It21. ResultsOrganisation and Presentation:22. Up to Date23. Diagram Scales24. Venn Diagrams25. Two-Way Tables26. Going with the FlowClassroom Management:27. Measure of Success28. Timers29. Weight the Task30. Groupers31. Mix UpChapter 7.EnthusiasmReferencesCopyright

Introduction

Numeracy is a topic many people shy away from. It could be said to be a Marmite subject – you either love it or hate it – and for the majority of the population it is the latter. Yet there really are people who love maths. It’s why I ended up becoming a teacher. And now I choose to work with those who don’t share my passion because I appreciate how maths underpins so much of everyday life.

There is no doubt that maths is a subject many people struggle with or even fear. At secondary school I also found mathematics difficult. I had to work hard and grapple with the subject before it made sense to me. Therefore, I am well-placed to understand the difficulties that many students have in coming to terms with the maths syllabus.

I’m always open and honest about my reasons for becoming a maths teacher and why I do what I do. Maths was not a strength of mine, nor was any other subject. I had to apply myself to keep up with the elite. While studying for my GCSE in maths, my teacher was unfortunately suffering from mental health issues and as a class we went through many supply teachers, and that didn’t help.

Since becoming a teacher I have worked tirelessly to make maths approachable for all students. I obtained a degree in mathematics from Lancaster University and did my PGCE at Durham University. Since qualifying, I have created Miss B’s Resources (www.missbsresources.com) and regularly develop and share teaching and learning resources and ideas. I put particular emphasis on numeracy across the curriculum and especially in mathematics.

Because maths is intrinsically linked with many things throughout everyday life, I promised myself I would help to support as many people as I could who aren’t natural mathematicians to have success in the subject. During my time at Lancaster University, I created a maths society which gave maths students access to more contact and support time with lecturers and PhD students on homework and study tasks.

Maths is about more than just numbers, letters and symbols on a page. It’s about logic skills, making connections and solving problems. It’s about gaining a deeper understanding of what things mean, how things work and why some decisions  are better than others. For many people, it’s a way of helping to explain some of the deeper patterns of the world.

Throughout its history, mathematics has often developed from people’s obsessions. Many a mathematician has become passionate about a particular strand or topic of mathematics, and this has frequently produced breakthroughs in understanding. However, my obsession is much simpler: my aim is to make basic maths skills accessible and intrinsic to all students. To do this, they need to make connections with the subject content outside of the maths classroom, and they need opportunities to practise the basic skills on a regular basis.

For some students, numeracy across the curriculum seems to be the long-lost cousin to literacy across the curriculum. Both have a deep level of importance for everyday living. In practice, these two can be developed hand in hand. Having helped to roll out numeracy across the curriculum schemes in several schools, I felt it was time to bring together some of the practical tips and common-sense strategies that I have been using to help teachers with a desire to incorporate numeracy into their lessons or a policy across a whole school. There are ideas in this book suitable both for school numeracy coordinators and for primary and secondary teachers.