SKTM: Primary Class Teachers

Research shows that:

• spatial skills are predictive of later mathematics achievement;

• higher levels of spatial sense predict stronger performance on standardised mathematics tests…including problem-solving;

• spatial thinking plays an important role in arithmetic, word problems, measurement, geometry, algebra and calculus;

• people with strong spatial skills also tend to perform well in mathematics;

• abstract representations of number are grounded in early interactions with objects and an understanding of physical space;

• training children…on a spatial task improved the children’s performance on calculation and place value tests [later];

• girls and other underrepresented groups are harmed in their progression in mathematics due to lack of attention to spatial skills;

• having strong abilities to mentally picture and manipulate objects…predicts success in science, technology, engineering, and math (STEM) fields.

• Enhance their maths subject knowledge with an emphasis on the key concepts, the representations and the language used to help pupils develop the mathematical area covered (spatial reasoning)

• Identify common misconceptions and ways of addressing these to help pupils master important concepts

• Identify pedagogical approaches that will enhance teaching and learning, and know how to plan for these

• Develop an understanding of key principles and approaches associated with teaching for mastery

• Explore and increase their use of a range of pedagogical approaches consistent with teaching for mastery

• Increase their confidence in planning for progression in maths.

In addition, it is intended that pupils taught by the participating teachers will use appropriate representations to support their mathematical work, be able to explain their maths and their mathematical thinking using appropriate language and positively engage with maths that challenges them.

The key structures of spatial reasoning (e.g. thinking and reasoning about shapes, spatial relations and geometry, position and movement, using spatial skills within the number and wider curriculum) will be explored across four days of face to face training.

In addition to this, participants and their senior leaders will be invited to and should attend an online induction session prior to the face to face training where key messages regarding the programme will be shared.

Teachers will also be required to attend one online session at the end of the programme for final evaluation and review.

Participants and their schools must be able to commit to the full programme. In addition, participants will be required to:

• Keep a reflective journal that captures the impact of the work undertaken on the course and back in school;

• Join and make regular contributions to an online community;

• Complete online evaluations requested by the NCETM, including a summative impact report;

• Undertake a range of gap tasks, both individually and with identified learners, to deepen their thinking about their learning of mathematics. It is asked that school leaders support their staff to complete this work;

• Reflect on gap tasks within the online community, with colleagues at online sessions, and with colleagues and senior leaders in school.

  
  

Please give careful consideration to the work involved when selecting participants from your school onto this work group.