Page 22 - Beacon Hill School Annual Report 2016-17

Mathematics Mathematics

This year, our focus has been on ensuring that The project involved data collection to
all students can access challenging problems ascertain the students’ knowledge, then,

in Mathematics. Every ESF Primary School after a series of approximately twelve lessons
worked on a Teaching and Learning Project the same assessment was repeated. Good to
led by a Professor of Mathematics, Dr. Peter outstanding progress was made across the

Sullivan. The focus for Years 1 and 2 was Foundation. Teachers at Beacon Hill found
addition, for Year 3 to 6 it was aspects of that students approached their learning with a

multiplicative thinking. In November, a teacher positive attitude and increasing resilience. The
from each year group attended an initial students have also become more articulate at
training day in which they were given resources verbalising their learning as they share with

and expectations of the project were shared. their peers the strategies they have used to
The rationale is that it takes concentration and reach an answer and learn from each other as

effort over an extended period of time to build well as the teacher.
the connections between topics, to understand
the coherence of mathematical ideas, and to be This approach was developed throughout the

able to transfer learning to practical contexts year as Beacon Hill continued working on
and new topics. To do this, students need to creating further challenging mathematical

be encouraged to persist, which involves them tasks whilst addressing the need for a balanced
concentrating, applying themselves, believing Mathematical Programme. Students also
that they can succeed and making an effort to continued to benefit from our online resource

learn. Mathletics. Several parents commented that
their children particularly enjoy playing ‘Live

Challenging tasks allow the possibility of Maths’ and were impressed at how such
sustained thinking, decision making and some practice improves the speed at which their
risk taking by the students. Each lesson child can answer calculations. Parents also felt

involved a Mathematical challenge and students that Mathletics was really helpful in developing
had to be given sufficient time to make sense their understanding of the Maths curriculum.

of the problem. This activates student thinking The PTA continues to provide funding for this
Mathematics and allows them to experience a productive resource and it is an integral part of our ‘Home

struggle. It is essential that students view Learning’.

mistakes as an important part of learning
and an attitude of confidence, persistence

and resilience developed. As each lesson is
presented, teachers note any misconceptions
and identify the explicit skills that need to be

taught.