© crown copyright 200900784-2009ppt-en-15 developing mental mathematics, reasoning and...

© Crown copyright 200900784-2009PPT-EN-15

Developing mental mathematics, reasoning and communicatingProfessional development meeting 1


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Developing mental mathematics, reasoning and communicationThe aim of this CPD programme is to help you promote rich and broad opportunities for children to develop theirmental mathematics through:

• developing a clearer understanding of the range and depth of mental mathematics

• embedding mental mathematics within planning and teaching

• exploring the role of visualisation, images and practical resources in developing the ability to work mentally

• sharing strategies to embed the development of reasoning and communication throughout teaching and learning in mathematics.


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Reflecting on the pre-meeting taskReflect on the balance of mental mathematics activities that children were engaged in last week, in terms of:

• Learning focus (calculation only or across the

curriculum)• When the activity took part in the lesson: were they all

within oral and mental starters?• Contexts (whole-class, group work, independent).• Was the activity entirely mental or did children use

jottings, equipment or apparatus to support their thinking?

• Were children talking to each other or to the teacher? What was the focus of the talk?


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Start from a square visualisationWork with one or more colleagues to combine your sticky notes to this shape. Visualise how you will make the shape and discuss what to do, then use the resources to try out your ideas.


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Start from a square visualisationTry some more shapes:


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Visualisation activitiesReflect on learning during the activities:

• What is the benefit of developing visualisation skills? How easy/hard did you find it? Did you enjoy this approach?

• What role did the sticky notes play in the shape activity? • What prior experience, knowledge and skills were you

building on in each activity?• Did you jot anything down? If so, what, and how did this

help you?• How did the way the activities were presented and

developed support learning?


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Opportunities for children to develop their mental mathematical skillsDraw on the discussion so far, experience of the pre-meeting task and the two visualisation activities to discuss:

• What does working mentally mean in mathematics?• What skills and attitudes do children need in order to be

able to work mentally?• What opportunities do children need in order to develop

these skills?


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Mental mathematics case studiesThe first page of each handout shows the teacher’s planning and the second page reflects on some of theoutcomes. Read through the notes in pairs, identifying:

• key features of the sessions that led to effective learning• strategies that the teacher used in order to promote

reasoning and communication.


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Next stepsThink back through the session and use flipchart notesto reflect on:

• the breadth of experiences that children need in order to develop skills in mental mathematics, reasoning and communicating

• key features of effective mental mathematics teaching and learning

• strategies that help promote the development of reasoning and communication.


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Interim task• Before PDM 2, plan and teach at least one mental

mathematics activity in a guided group context or with your whole class.

• The activity could be based on one of the telephone keypad starting points.

• After the session, reflect on children’s learning, note down responses that revealed children’s mathematical thinking or gaps in understanding.

• Capture evidence of outcomes from the session to bring to the follow-up meeting (for example, notes, examples of dialogue, children’s jottings).

© Crown copyright 2009

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© crown copyright 200900784-2009ppt-en-15 developing mental mathematics, reasoning and...

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