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BIG maths! Awesome!

Discussion in 'Primary' started by man501, Jun 26, 2011.

  1. man501

    man501 New commenter

    Looks interesting - especially the APP related quick recall sheets.

    But on one resource to multiple 80 by 30 they did 8x3 but then said 'add on the zeros' hmmmmmm not something I teach my lot.
     
  2. Msz

    Msz Established commenter

    £60 to get you started [​IMG]
     
  3. Dunno, but it's BIG! Surely tafkam should be doing the BIG Maths? Or maybe MASSIVE Maths - much catchier.
     
  4. minnieminx

    minnieminx New commenter

    Errrrr is there any other way to teach maths?
     
  5. Yes - the national framework, which randomly mixes elements of maths together, and doesn't consolidate learning. Until children are secure in all 4 calculations mentally and orally they will never be able to grasp e.g fractions. A term securing calculations means that all children can access fractions, measures problems, complex data handling questions etc at a high age related level. If children in your school are already secure in all elements of calculation then the framework is ok, but if they have gaps in learning or come to you below age related expectations then this approach is a good way of accelerating progress and giving children a firm understanding in maths.
    Hope that makes sense. Like 'Big Writing' these approaches fill gaps in learning and secure basic skills.
     
  6. minnieminx

    minnieminx New commenter

    If a teacher doesn't consolidate the learning in their classroom, that is the fault of the teacher, not the framework.
     
  7. If children can't calculate accurately and efficiently how would you expect them to do fractions?
    Oh maybe you could differentiate so they colour in halves or quarters! Then at least you will be doing the correct framework unit.
    If your children are amazing mathematicians then don't let BIG MATHS bother you - just do what you always do.
     
  8. minnieminx

    minnieminx New commenter

    WOW! That sounds a very harsh response. My initial post was to ask the person who said they now have a 'calculation based approach' what other way there is. Being able to calculate mentally is a key skill, but good maths teachers recognise this and ensure this skill is embedded before the children move on. They always have, regardless of the scheme of work.

    However, I would say that many youngish children can recognise halves and quarters long before they are secure in all four operations. And many more can recognise shapes or understand pictograms also before they can do tricky calculations. And that is without ever having been a fan of 'colouring in maths'.
     
  9. BIG maths sounds cool! Another scheme to convince me that i'm realy thick and have been teaching it all wrong for the last 15 years and then actually just be made up of what ive been teaching anyway but packaged more nicely, and expensively!
    I have another thought, how about for those schools who aren't ready to fully commit to the BIG concept I introduce slightly larger than before maths, exactly what we've been succesfully teaching for years but packaged slightly differently and with a contribution to my pension fun.
     
  10. I was simply responding to your comment on the calculation approach as it was me who posted it. I didn't mean to sound harsh but unfortunately many children slip through the net and can never access higher level maths without secure calculation methods - Yes calcuating is a key skill but too many teachers move on to different strands of maths because that is the block they should be teaching. More able and medium ability children can cope but the SEN and lower ability remain disengaged and unable to access age related maths.
    As an AST, I regulary research and trial new initiatives - some work some don't. This method does work for the children I teach. It means that children who (in my case) have come to year 6 with no understanding of maths can develop these key skills before it is too late.

    Like I said before I didn't mean to be harsh - but adopting a more skills based and structured approach as a school, means that gaps are filled as soon as possible. Our lower ability and SEN year 3 / 4 and 5 children are no all working at age related expectations. The framework works for many schools but it didn't for ours. We are now achieving 90% + level 4s and 40% + level 5's, all of our SEN children entering at W are high level 3's - before we were lucky to reach the floor target.
     
  11. minnieminx

    minnieminx New commenter

    Now I get skills based when it comes to maths. I would actually say practical and concrete based as well. I would also suggest that all primary teachers need a secure knowledge base and an idea of next steps as well.

    But that doesn't mean Big Maths is the best or the only way.

    Sorry to have sounded offended...I should learn to be less defensive. And I will one day when I have the time.
     
  12. minnieminx

    minnieminx New commenter

    No wait a year or two and then you could just repackage the existing schemes and call it 'Even Bigger Maths' or 'Even Bigger Write'!
     
  13. Lets agree to disagree minnieminx.
    Big Maths is a good way for some but is certainly not the only way. I know that good teachers consolidate learning, set targets and next steps, they focus their teaching to secure knowledge and understanding and don't need a fancy initiative to accelerate progress.

    But out of interest, why not check it out?
     
  14. Surely the point of initiatives such as big maths and big writing- which is my particular favourite- is to equip teachers with new skills and techniques to engage and educate modern kids. It's not about telling teachers they are thick, it's about helping teachers be more effective and more efficient since many of the resources are prepared for you! If we all thought like you do, nothing would ever change or improve. I certainly wouldn't teach the way I was taught at school fifteen years ago, the education I recieved was absolutely terrible. I wish Andrell's big writing and big maths had been around then!
     
  15. minnieminx

    minnieminx New commenter

    This reason is not a good one, and I am fully aware of it, but I would say we have tried Big Writing and I hate it with a passion so am reluctant to try Big Maths.

    Having to teach/use Big Writing this year has meant one less good literacy lesson a week and so has lowered the standard of teaching and learning compared to previous years. I would be very, very reluctant to go the same way with maths.
     
  16. WolfPaul

    WolfPaul New commenter

    Nope. The point is to make money.
     
  17. With Big Maths and Big Writing - we personalised it to our school. We took on the elements we liked and disregarded the ones we didn't. Following a set format doesn't fit all.

    For example: The criterion scale in big writing is an accurate way to level writing, recycling the text types means that learning is consolidated, VCOP is great for children to understand the different elements of writing. We decided not to use the candles, music, fancy pens and sweets as don't need to be rewarded for writing. Also we don't use the Big Writing lesson eg 5/10 mins VCOP, introduction, task etc. We picked the bits we liked and used it as part of our everyday literacy teaching.
     
  18. Sorry, I read from another thread that you are going to be a National Framework Maths Specialist Teacher. I know that schemes other than the framework will be frowned upon.

    Good luck in your new role
     
  19. minnieminx

    minnieminx New commenter

    Frowned upon is something I can deal with. Who needs a 'scheme' anyway? Other than the national curriculum, any scheme is only as good as the teacher teaching it.
     
  20. Good teachers adapt to changes and are open to new initiatives. The framework will go - then what are you going to do?

    You commented that you are aware of it (Big Maths) and don't like it - out of interest what don't you like? Or simply are you aware but have no understanding of it?

    A good teacher looks at initiatives, takes the elements that work and disregard the others.
     

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