I am very honoured to be taking part in the Strategic School Improvement Fund project to raise progress in mathematics for KS2 girls in Norfolk
Followers of this blog will be aware of my ongoing work with Sheringham Primary School and Nursery. The teaching school based there, Norfolk’s largest, has made a successful bid for addressing the under-attainment in maths at Key Stage 2, specifically focusing on girls, which is a county-wide issue.
However, the relevance to the rest of the UK is clear when one bears in mind that girls present a relatively untapped source of talent to handle the growing shortage of digitally skilled workers. However, they are grossly underrepresented in subjects such as mathematics, which are essential for students wanting to take computer science at university and it is believed this gender imbalance can be traced back to bottlenecks in school education.
From NESTA, 2014: Female Fuel for the Digital Economy.
Girls will be girls?
The trends starts early on: There is a large gender gap between the progress of boys and girls in maths at KS2 and overall Norfolk attainment for both boys and girls is below the national average. One of the first things that inspired me about the bid was that it looks beyond the “teaching the subject” to include such factors as the negative messages that many children, in particular girls, receive about maths. It is a prevalent myth in our society that you have a maths brain or not, which affects teachers, TAs, parents and ultimately children as schools do not operate in a vacuum.
The project therefore includes work to undo these negative messages with staff, children and parents. As these messages are almost subliminal, one of my areas of focus will be to use the dialogical/constructivist aspect of Cooperative Learning to unpick them and draw them into the light.
Another prevalent myth is that speed in calculation equates with being good at maths. This leads to maths classrooms being perceived as threatening because you are put on the spot to provide answers very quickly. Girls often will not flourish in this environment. Instead children need to make connections and learn facts conceptually to allow creative application in a range of situations. Above all we need to value depth over speed.
Such conceptual teaching needs to be coupled with messages about the brain and how it can grow, along with metacognitive strategies to increase independence and confidence when learning maths. We have discussed here on cooperativelearning.works on numerous occasions the connections between metacognition and Cooperative Learning. As noted in the original bid outline: “Maths, even at the highest level, is a collaborative subject and children should be given well-structured opportunities to collaborate effectively.” Cooperative Learning secures this.
Once all the above elements are in place all children can flourish in maths classrooms, the progress of girls will rise to match the boys and all will attain at higher levels, not least due to the mutual benefit to all participants secured by Cooperative Learning. As Mr McConnell of George White Junior School notes, “This is what inclusion looks like.”
The project in a nutshell
This project comprises several components, which have been introduced to 30 schools through CPD sessions and are to be supported for the duration of the project by designated Specialist Leaders in Education (SLEs) who are training and guiding two Project Leads (PLs) within each school.
These CPD components comprise:
- Meta-cognition by Anne Stokes and Robert Brewster from Sheringham Primary National Teaching School Alliance (SPNTSA).
- Maths mindsets of staff, parents, children, including maths learning cafes delivered by SPNTSA and A2E2 Education
- Conceptual Teaching in Maths, including CPA, number sense and aims of the National Curriculum, delivered by Educator Solutions.
The objective of my own upcoming training is to fuse all this previous input into a simple, sustainable classroom practice, tailored to each school, yet consistent enough to be accurately assessed, shared and supported by PLs, SLEs, myself – and obviously the DfE.
Sustainability, a crucial requirement to receive SSI funding, is precisely being ensured by Project Leads being trained to deliver and embed packages of CPD, rather than external consulting. This means one of my most interesting challenges is to train by proxy – to train the Project Leads to not only deliver Cooperative Learning CPD packages, but to empower each of them to the point they will be able to support and guide their colleagues in the long term without oversight from me or SLEs.
It is worth noting that Cooperative Learning is not the actual objective of the training – the objective is that Cooperative Learning secures the three components above in every classroom.
Therefore, the acid test when SLEs come to assess impact of my training will be whether they actually see metacognition, CPA, etc. – rather than the quality of Cooperative Learning in its own right: A core message to PLs in the upcoming training is that one may stage an excellent Cooperative Learning activity that has absolutely nothing to do with the objectives one is supposed to be teaching, in the same way as a doctor may find the right vein, but inject the wrong medicine.
Cooperative Learning and Maths
So, is Cooperative Learning relevant to maths? The answer to this has several aspects.
Number one, maths is much more than knowing your times tables. Real maths requires high-level thinking and understanding of ever more complex concepts as you move up through keystages. The best way to avoid getting lost in this complexity is peer-to-peer negotiation of meanings, ideas, where pupils (and teachers) can check and recheck their comprehension.
Number two, Cooperative Learning should never be confused with disorganised group work. It is a precision tool that allows repetitive tasks resolution in a highly engaging manner. Much of the maths curriculum is comprised of what we would term procedural skills: how do you convert fractions to decimals? What’s the bus stop method? Cooperative learning allows a very effective learning of these core skills sets.
Number three, maths requires that certain things are simply known. A good example is multiplication tables, definitions and terms such as enumerator and denominator, and specific values, such as Pi. Cooperative Learning is equally good at drilling what are essentially non-negotiable closed questions, and get a great deal more out of them than would be expected.
During my training for MUA Consultancy, one of the UK’s leading specialists in Singapore Maths, maths leads have pointed it out time and time again how Cooperative Learning strengthens maths, even such specific systems as MathsNoProblem.
Cooperative Learning is a truly vast and largely unexplored resource to solve the multivarious challenges faced by STEM, something I have touched on in articles on Mrs Mary Whitehouse and my recent presentation at the ASE Conference on oracy with Naomi Hennah. And I still owe Ron and Richard of mathsinscience.uk recognition for their inspiring day on the interpretive range of Maths vocabulary and other issues at the IoE last Summer – you are not forgotten!