© Hertfordshire County Council

Hertfordshire mathematics research project 2011-12: Engaging and Motivating Pupils in Primary Mathematics

Teachers’ names: Louise Heinson and Sally Wilson

School: Little Heath Primary School

Research project question / focus: Does planning and teaching more memorable mathematics experiences, motivate and engage children within their own learning? Abstract As part of my role (Louise) within the school as Mathematics coordinator I had witnessed mathematics being mainly taught as a discrete subject and noticed that a number of children were drifting and making satisfactory progress and attainment but not achieving their full potential in mathematics. As a school we have held many themed weeks and during these occasions noticed that the children become significantly more involved in wanting to learn when the lessons are ‘out of the ordinary’. We wanted to find out if the planning and teaching of more memorable mathematics experiences, motivates and engages children within their own learning. The project took the form of a ‘research’ project, as it was adopted by the teaching staff within KS1 and 2 and we wanted to review the good practice already in place whilst making improvements. On reading ‘The Elephant in the classroom’ by Jo Boaler it was obvious we would need to adopt a ‘Project Based Approach it uses a lot less order and control than traditional teaching approaches; ‘Problems are very open so students can take the work in directions of interest and be challenged at an appropriate level.’ ‘Children need to be taught within a culture that values their ability to think and reason, invites their engagement in the breadth of mathematics, and encourages all students to achieve at high levels, even those who struggle for some time.’ (Jo Boaler 2009) The techniques used, along with the responses the focus group of children we interviewed illustrated a resounding ‘yes’ in response to our key question. Introduction and project focus Little Heath Primary school is a one form entry, typical size primary school in Hertfordshire which serves a mainly white British community. Only a small number of pupils are at an early stage of learning English as an additional language. Most children who enter the nursery subsequently attend the reception class. The proportion of children with special educational needs and /or disabilities is well below average. Most of these have moderate learning difficulties or speech and language issues. The proportion of children known to be eligible for free school meals is extremely low. Pupils’ learning, the manner in which they progress and achieve across the ages and phases is good leading to, in some cases, above average attainment within both mathematics and literacy. Our recent OFSTED inspection October 2011 reported ‘The curriculum motivates pupils satisfactorily’ and ‘Extra-curricular and enrichment opportunities are good’, however these opportunities rarely involve mathematics and are usually aimed at other areas of the curriculum. In coincidence with the observations above the post-OFSTED action plan also states, priority 4; the need to ‘increase the number of children achieving above age related expectations in mathematics’. (G. Logan 2011) We wanted to make the children’s experiences of mathematics more memorable and to improve the engagement of children in their own learning. We also hoped to improve children’s specific skills i.e. using and applying their knowledge of mathematics and develop their independence. In an attempt to reach the children who were ‘drifting’. The teachers of each class involved in the project (years1-6) chose three pupils currently ‘drifting’ to form part of a focus group for tracking the impact of the project. We anticipated attainment and progress would improve if the children were engaged in memorable mathematical experiences and motivated in their learning. We wanted to improve the quality of provision and teaching of mathematics to enhance the children’s every day learning rather than providing short periods of curriculum enrichment. ‘It is important to nurture a growth mindset in mathematics.’ (Lynne McCure- CPD Training at Wroxham Primary 2012). Review Additionally as a staff we would need to adopt a very flexible approach in order to provide the freedom the children would need to become more autonomous in their own learning. ‘It may seem obvious that learners should be clear about what they are learning and what they need

© Hertfordshire County Council

to do to be successful but in most mathematics classrooms the students have very little idea…they really do not have a clear sense of the mathematical goals they are pursuing.’ (Jo Boaler 2009) Over recent years previous explanations have also been offered regarding our key question; Bruner (1997) told us through reflection learning can be enhanced, which also leads into the work conducted by Piaget (2001) in child development. Nisbet and Shucksmith told us (1988) also supported Bruner’s theory and extended it to include the fact that learners would also increase their understanding and in turn build their confidence. Pilot study and findings Our main focus of the research project was to concentrate on ways to improve the motivation and engagement of children in their own learning of mathematics. In order to engage the enthusiasm of all our teaching colleagues, varied approaches were used to influence provision and track impact. As a staff we collectedly agreed that making the children’s experiences of mathematics more memorable may motivate and engage our children to a higher extent. As our school ethos emphasises the importance of pupil voice we wanted to gauge the children’s views of what makes mathematics memorable prior to planning any ‘memorable’ experiences, so we utilised our ‘Friendship groups’ as our first method of exploration in an attempt to answer our key question.

Friendship groups are not a new concept to our school. Every month children across the year groups come together to discuss a specific topic, this can either be child-initiated (a specific question children want answered) or a subject an adult wants to explore. This was thought to be an effective vehicle of choice to gain the pupil voice and to train the children in evaluating their learning. All of the Year 6 child ‘leaders’ were given guidance on how to conduct their groups meeting and how to record the data collected. The question posed was ‘What makes mathematics memorable?’ (See appendix 1)

On collating the data collected by the friendship group leaders we found that although the answers given were of interest; they were far too broad to be of any specific use in our Mathematics research project. We then devised another way in which we could collect the explicit data needed; deciding on eight particular questions to form a questionnaire.

Both myself and Sally led a staff meeting where all teaching staff were present, as a school we decided to include a memorable experience every three weeks in the context of the anticipated topic area the chn were expected to learn. The meeting was used to share resources and ideas and a pupil questionnaire was devised to measure the impact on children’s engagement and motivation. All staff involved (Years 1-6) were asked to choose a group of six children that included three highly-motivated learners and three children who were identified as making satisfactory progress only and not reaching their full potential i.e. children who ‘drift’ through the year. Initially the questionnaire was used before and after the memorable experiences to measure a comparison of pupils’ responses. Following the 1st two memorable experiences it was deemed unnecessary and we used the questionnaires at the exit point only every three weeks.

On evaluating the responses given we felt that the children were anxious to “please” us with their answers and felt an alternative approach was needed. (See appendix 2 for relevant data) Alternative methods of data collection were tried in order to achieve a more ‘honest’ view from the children. These included video and audio diaries conducted by the children themselves. The video diaries were fun and gave us an alternative perspective regarding the children and their view of mathematics;

“I absolutely love it!” (yr3 child).

“I find maths rather easy I prefer it when I’m challenged” (yr4 child).

However not all of the evidence collected was of use regarding our enquiry into the children’s engagement and motivation of mathematics as some of the children’s views were too impulsive;

“I want more chocolate!” (yr2 child).

We found the audio diaries to be more difficult to review. Only two of the groups, out of the six in total had successfully recorded their conversations. On further analysis we found that the

© Hertfordshire County Council

conversations were of little use as the children took this as an opportunity to show off. To enable us to have more valid data it was apparent that we would need to spend some time training the lead children in open-ended questioning.

In agreement to Jo Boaler (2009) our research project highlighted that ‘Mathematics in classrooms are often a very narrow subject nothing like the ‘Mathematics of the World’; mathematics of life, work and leisure is intriguing and much more enjoyable.’ The children’s final responses to their memorable mathematics experiences showed that they certainly enjoyed their activities… The focus children in year 5 particularly enjoyed their ‘real life’ task to budget and shop for a class party. Although the data collected from the friendship groups enquiry was too broad to really assist with our research topic; the top three ideas that the children suggested to make mathematics more memorable were;

1. Do more mathematics outside.

2. Provide opportunities to explore real-life mathematics.

3. Play more mathematics games.

Lynne McCure (CPD Training at Wroxham Primary School 2012) stated ‘There is a massive amount of consolidation covered through playing a game.’ The idea for one of year 3’s activities was taken from a game on http://nrich.maths.org. Their learning objective was to recall multiples of 10, 100, 1000. Through this simple game the children were able to consolidate the following mathematics skills/core objectives;

• Counting and understanding number,

• Calculating,

• Knowing and using number facts,

• Solving mathematical problems or puzzles.

Teacher evaluations showed that the children were all very excited in their activities, enthusiastic and engaged; they were able to apply their mathematical knowledge and develop their skills by finding their own processes and rules to solve problem posed. Literature shown to support this observation; ‘Students were given an unusual degree of freedom in mathematics lessons; they were given choices between different projects… and encouraged to decide on the nature and direction of their work.’ (Jo Boaler 2009).

After evaluating various activities and teacher evaluations it was evident that many of the tasks were based on problem solving. Listening to the video interviews some of the children’s responses to the activities said they found it tricky but enjoyed discussing and thinking with their friends to help solve the problem, ‘Students who struggle in mathematics, are helped by engaging in discussions about math’s with students who are working at higher level’. (Jo Boaler 2009)

Opinion taken from children’s questionnaires and interviews showed that they were more motivated working in mixed peer groups (across the school and within the class). The children preferred working with their peers and some said they liked it when they could choose their own partner as this made the work easier because they could share ideas with a friend making them feel more confident.

Feedback from year 6 pupils informed us that generally the children are grouped by ability the more-able group are taught by an extension teacher however during memorable mathematics activities the class worked in mixed ability groupings which a few children preferred; “The memorable mathematics was good because both groups worked together, I got to choose someone from another group to work with and that helped me learn something new” year 6 pupil. A point also raised by (Jo Boaler 2009) ‘Students were allowed to choose who they worked with and some decided to work alone, while most worked in pairs or groups.’

In other classes the children worked on memorable math’s activities in mixed ability groups across the class discussing the problems and coming to possible solutions, which enhanced their

© Hertfordshire County Council

engagement as stated here; ‘As students worked they learned new methods, they chose methods they knew and they adapted and applied both.’ (Jo Boaler 2009)

I (Sally) teach year 3 and often use the approach described here, ‘Teacher’s would introduce methods to individuals or small groups when they encountered a need for them within the particular project on which they were working.’ (Jo Boaler 2009) When given the choice children rarely choose an activity which is unchallenging or easy, provided your assessment techniques are effective then it is fairly easy to pitch an activity at the correct ability. ‘Teacher’s guided students towards projects that they thought were suited to their strengths.’ (Jo Boaler 2009) Effective classroom management can quickly identify if a child has chosen to complete a task that provides little challenge. A gentle nudge (verbally) will quickly rectify ineffective differentiation on the part of the child.

To coincide with our ‘Mathematics research project’ we also arranged a parent’s workshop involving supporting children in their mathematical calculations, as parental involvement is also important in helping to engage and motivate children in their learning. ‘A very different mathematical reality is possible and achievable and parents, as well as teachers, have a critical role to play in bringing this reality about.’ (Jo Boaler 2009)

Data was gathered pertaining to each year groups ‘focus children’ end of term mathematics levels, for both the autumn and spring term. On comparing the data the following observations were found; Year 1- Two out of the three children involved had made 1 sub-level progress. Year 2- Two of the children involved made 2 sub-levels progress, while the remainder made 1 sub-level progress. Year 3- Two of the children involved made 1 sub-level progress, while one of the children involved remained the same. Year 4- All three children involved made 1 sub-level progress. Year 5- One of the children involved made 1 sub-level progress while the other two children remained the same. Year 6- One of the children involved made two sub-levels, another made 1 sub-level progress while the third child remained the same.

Out of the 18 children involved, 16% made 2 sub-levels progress while 60% made 1 sub-level progress. On viewing the final data it would appear that the processes used and the developments made during our involvement in the project had significant impact as the majority of children had made more than expected progress in mathematics.

At the end of the project all focus children were interviewed revisiting questions 1-5 of the original questionnaire. Children’s responses in Year 1 and 2 clearly showed the progression made in their understanding from the articulation in their answers and choice of vocabulary. While the responses from Year 3 and 4 showed that children were more able to make a link to what they are learning to other areas of curriculum. Year 5’s responses illustrated how reflective the children have become in their own learning, while Year 6’s responses show reflection on the questions asked as the answers often involved a specific answer or recommendation e.g. a suggested timescale for changes to follow. Reflection, evaluation and interpretation of the outcomes As predicted the children demonstrated improved motivation and engagement including the focus group of ‘drifting’ children. There was an improvement in overall in children’s attainment, which resulted in an increased progress in mathematics. Surprisingly we found we needed to train children in higher level thinking skills by providing some structure in effective questioning techniques. As two of the teachers involved, both myself and Sally witnessed a clear improvement in children’s use of technical vocabulary and greater fluency in being able to express their reasoning in group/whole class situation and to coincide with this observation the children also showed including increased confidence. In terms of teaching the project helped to develop a positive atmosphere in classroom where a working relationship has evolved. Children have more freedom to explore and progress at their own pace, in their chosen manner while more-able children have illustrated an increased enthusiasm to be challenged, seeking answer for themselves rather than being ‘spoon-fed’.

The project has had a positive influence on my own subject knowledge and that of other staff involved as we are presented with problems and questions that can’t be answered simply or straight away. We have found the ‘project-based approach’ requires methodical thinking, building processes in order to achieve a highly effective ‘learning environment’. Finally in consultation with all teaching staff, we acknowledge the positive impact which the project has had on each year group as a whole and within the focus groups. Motivation, engagement and attainment has been positively influenced , we all agreed to continue the three-weekly cycle to incorporate memorable experiences into our mathematics teaching and plan for each experience to mirror the context of the expected teaching skill for the children at that time. Involving children in planning and assessing their own learning also reinforces the schools ethos regarding the importance of pupil voice. It has been a challenge completing this project however the benefits far out way the difficulties which I think has improved my own skills as a teacher and enhanced the atmosphere in the classroom to develop an attitude where learning is a ‘lifelong’ process. Reference List Boaler, J. (2009) The Elephant in the Classroom, London: Souvenir Press. Logan, G.-Chief Inspector (2011) Inspection of Little Heath Primary School, Hertfordshire: OFSTED Crown Copyright. Mc Cure, L. (2012) Achieving a Growth Mindset in Mathematics, The Wroxham School, Potters Bar, Herts. Bruner (1997) The Culture of Education, London: Routledge. Piaget, Gabain, M. and Gabain, R. (2001) The language and thought of the child, London: Routledge. Nisbet, J. and Shucksmith, N. (1988) Learning Strategies, London: Routledge Education Books. Web Reference http://nrich.maths.org- For Teachers. Appendices Appendix 1-

© Hertfordshire County Council

Appendix 2-

Q.1 Did you enjoy the lesson? Q.2 Was the lesson challenging? Why? Q.4 Was the lesson exciting? What could be done to make the lesson more exciting? Q5. How much did you learn in the lesson? What do you think the next steps could be to further your knowledge in this area? Appendix 3-

1. What would you like to change about the way you learn in mathematics? Year 1 More difficult sums; adding several numbers,

problems involving money. Year 2 T. uses practical resources to make it easier for

us to understand. Year 3 Happy with changes made; opportunity to

complete more challenging work. Year 4 Like the way we learn now. Year 5 Maths is more fun; we experience more practical

activities. Year 6 The changes are good; more practical

experiences.

2. Thinking about mathematics outside what would make it better? Year 1 Would like more opportunity to experience maths

outside the classroom. Year 2 Would like opportunity to do more maths outside

the classroom. Year 3 Would like opportunity to count objects, use

textbooks outside. Year 4 Outside maths could link to other areas of

curriculum i.e. science.

© Hertfordshire County Council

© Hertfordshire County Council

Year 5 Would like opportunity to learn outside using maths, once a fortnight.

Year 6 Involved in practical maths outside of the classroom i.e. hall, ICT/music room

3. What makes your mathematics the best it can be at the computer? Year 1 We use the computer a lot to do maths games. Year 2 Would like opportunity to do more maths using

the computer. Year 3 We often go onto computer to complete

multiplication & division work. Year 4 We do lots of maths activities using the

computer; it’s challenging. Year 5 Often uses computer to learn about maths, would

like to complete games. Year 6 Would like to use the computers to complete

more ‘quick-fire’ questions.

4. How can we make the most of group work in our mathematics lessons? Year 1 We have different groups at different times &

enjoy working with other chn. Year 2 We in both mixed or ability groups. Year 3 Normally work in pairs; chn chosen to work with

T or TA. Year 4 Would like opportunity to choose partner more

(boy/girl). Year 5 Would like more freedom to work in mixed ability

groups, possibly YR6. Year 6 Would like opportunity to work with others; swap

maths places every 2 wks.

5. What do you look for in a mathematical challenge? Year 1 Sometimes challenged; problems involving 2 or

3-digit numbers. Year 2 Sometimes challenged; dividing & test papers. Year 3 Teacher directs chn to suitable tasks. Year 4 Mental maths is frightening; practice for

homework. Year 5 Mental maths is a challenge; would like more

opportunity to complete tests. Year 6 We have a choice of task to complete which

helps to challenge us.