Mathematical Thinking, Mastery and the new GCSE
How can reasoning & mathematical thinking equip students for the rigour of the new GCSE?
This is a national collaborative project to support teachers to address the new curriculum requirements of problem solving and reasoning.
The mathematical thinking and the new GCSE project builds on the previous KS3 reasoning project which was a great success in building the confidence of both staff and students alike to cope with the reasoning components of the new curriculum.
Charlotte, the Yorkshire & Humber Maths Hub Work group lead, is part of a carefully selected national cohort to lead a significant cluster of secondary school teachers in our region to test and learn strategies and resources from improving students' reasoning skills. Over the last two years she has worked with 11 schools.
This is what the participants had to say about it:
"It has fundamentally changed the way I teach"
"There has been improved challenge in my lessons"
"Students have become more confident and more willing to tackle the harder multi-step questions"
"The collaboration with other schools at the workshop has been so useful"
"Staff with weak subject knowledge have developed a better understanding by looking for a reasoning approach in their planning"
The NCP4 collaborative project was set up last year with funding from Maths Hubs and the DfE in a bid to improve the confidence of our learners when it comes to reasoning mathematically. Colleagues from across Yorkshire and Humber worked collaboratively to develop a variety of ways in which mathematical reasoning would become commonplace in their classrooms.
Colleagues loved the opportunity to work collaboratively with other schools as part of four workshops across the academic year, they enjoyed having time to reflect on their excellent practice and most importantly felt rewarded when they could see improved confidence in their pupils when it came to mathematical reasoning. The first year was such a success, it was extended into a second year where schools developed a bespoke action plan aimed at really embedding practices that facilitate mathematical thinking and reasoning across their department.
On account of the high level of success of the NCP4 collaborative project, it soon became apparent that, now more than ever, the skills developed as a result of the project are necessary to equip students to cope with the demands of the new GCSE.