As a result of this project, participants will not only be able to ‘do’ mathematics, but will also have the appropriate pedagogical knowledge to support their class teachers and pupils well. Participants will develop both their knowledge about maths and knowledge about the teaching of maths, developing better pedagogy and being aware of how pupils learn, and how to support the teaching of the content most effectively. Classroom practice will develop through participants’ engagement with gap tasks between meetings, trying out activities with pupils to promote understanding, reasoning and fluency.
TAs will develop knowledge of the pedagogy of maths teaching and understand how children think and where their misconceptions stem from. Participants will understand the role that certain representations, models and manipulatives can play in the development of pupils’ understanding of number and calculation, particularly place value and proficiency. Those involved will get better at working within classes and with small groups of pupils; they will gain knowledge of practical ways to apply the skills and understanding developed during the programme.
What does the project involve?
The project will involve four days of training (from 9.30am – 2.30pm). These sessions will focus on development of theory, pedagogy and give TAs practical ideas that they can take back to is in their classrooms. The sessions will cover key subject knowledge in ‘Number Sense’, ‘Addition and Subtraction’ and ‘Multiplication and Division’.
There will be gap tasks following each of the training sessions, in which participants must trial the approaches explored in the training.
It is a project requirement that the identified TA/s attend ALL the sessions. In addition, it would be greatly beneficial for the Class Teacher to attend the first hour of the first session along with their TA.
The project’s aims involve supporting teaching assistants to:
Develop knowledge, understanding and experience of reasoning in relation to working with number.
Develop the teaching assistants’ approaches required to increase pupils’ experience of number reasoning, language and problem solving
Develop an understanding of how and where misconceptions can occur, and how to address them
Who is this Work Group for?
Participants are expected to be working in a classroom as a teaching assistant. They should be working in a classroom environment and/or be involved with individual or small group support and intervention. This Work Group has limited space and therefore each school can only send a maximum of 2 teaching assistants. (It can be just 1).