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Mathematics Education in Dorset Information and News

Termly mathematics update Compiled by the Dorset Mathematics Team

Pupil and School Improvement Autumn 2007

For the attention of mathematics subject leaders

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Gifted and Able “The student most neglected, in terms of realising full potential, is the gifted student of mathematics. Outstanding mathematical ability is a precious societal resource, sorely needed to maintain leadership in a technological world.” NCTM 1980 p18

This may be an American report but there is much research in this country pointing to the same conclusion. Have the gifted and able mathematicians been well served by the current testing times. I offer that they are pushed into being able to reach the highest possible level or grade but frequently with the risk that they are ‘turned off’ the subject by the time they reach middle years in the secondary school. Have we really progressed from Cockcroft’s view? ‘ The statement that able children can take care of themselves is misleading, it may be true that such children can take care of themselves better than the less able, but this does not mean that they should be entirely responsible for their own programming, they need guidance, encouragement, and the right kind of opportunities and challenges to fulfil their promise.’ Cockcroft, 1082:para.332 Identification of mathematically gifted pupils is not a simple process. Test results are only part indicators of high ability; teachers need to employ a range of methods to identify mathematically promising pupils. Close observation of gifted behaviours is a useful way forward but factors such as lack of home support, schooling situations and lack of opportunity may mask pupils’ potential. Recent research by Exeter and Brunel Universities has identified that many of the identified gifted pupils had gaps in their knowledge of facts and skills which could act as barriers to actualising potential. During their research project they adopted the term ‘mathematical promise’ to describe pupils identified as possessing high mathematical ability compared to others. According to the summary of the project ‘education for young and gifted mathematicians in the UK is at a critical crossroad.’ All I want to do at the moment is raise awareness of the need to think about these pupils from Year R. I am talking here about promising children and to think about how to support further their learning. This is not just through extending up into the next level but also by broadening their knowledge and understanding. True Using and Applying has a real value when working with these pupils.

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Dips in Performance and Motivation: a purely English perception?

NFER report executive summary states: This report looks at potential ‘dips’ in achievement and motivation at key stages of education in a range of countries as identified by policy documentation, research reports, and responses to a questionnaire issued to contacts in a range of countries. Of the 14 countries/states responding to the questionnaire, nine suggested that there was a dip. Only in one country did the respondent state that dips did not occur at all. However none of the 14 was able to identify clear supportive evidence of the existence of a dip in the performance in their country/state. This lack of evidence was specifically cited by four respondents, who went on to state that they were not sure whether a dip occurred in their country or not. In both policy and research documentation, the dip phenomenon appears to cut across the international arena, although it is not described in all countries studied. What does seem to be consistent is that the middle years in general (after primary school; age 11-14) appear to constitute a phase in education where least progress is made by students. This middle year phase is also characterised by the period of transfer from primary to secondary education. Students go through a number of transfers and transitions during their education and each of these points appears to hold the potential for a dip in performance, particularly in relation to the traditional academic subjects. The research analysed suggests that the risk of a dip following transfer to secondary school may be due to young people’s experience of change, including teaching and learning styles, curriculum experiences, school organisation, and friendship and social circumstances. With these changes appears a decline in students’ attitudes towards school and learning. The discontinuity between primary and secondary phase of schooling might be associated with their declining attitudes, but also the mismatch between young people’s expectations and what they actually experience in the next phase of schooling. A period of adjustment to these changes might be required at this time, when young people need to call on a range of new skills. However, it appears that the specific study of dips in achievement occurs less frequently than the broader issues of transfer, transition and motivation; subsequently more research is needed in this area. Full report INCA Thematic Probe. Dips in performance and motivation; purely English perception? On NFER website

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Imagine a school where… “… all learners have access to high quality, engaging mathematics instruction… … the curriculum is mathematically rich, offering all learners opportunities to learn important mathematical concepts and procedures with understanding … … teachers help learners to make, refine and explore conjectures based on evidence and reasoning… … and become flexible and resourceful problem-solvers.” “…This vision for mathematics education … … is highly ambitious. Achieving it requires commitment, by all concerned with mathematics education, to both equity and excellence. The challenge is enormous and meeting it is essential. Our students deserve and need the best mathematics education possible … … to achieve personal ambitions and career gaols in an ever changing world …” “… In this changing world, those who understand and can do mathematics will have significantly enhanced opportunities and options for shaping their futures. Mathematical competence opens doors to productive futures. A lack of mathematical competence keeps those doors closed … … there is no conflict between excellence and equity. A society in which only some have the mathematical knowledge needed to fill crucial economic, political and scientific roles is not consistent with the values of a just and democratic system or its economic needs…”

Quotations from NCTM

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Curriculum Changes

Challenging change agenda:

EYFS Framework – birth to 5 Revised PNS Frameworks – 5-11 Revised KS3 PoS and KS4 PoS Coursework removal from mathematics GCSE Future GCSE changes 14-19 developments GCE changes Functional skills

But this offers

Curriculum Opportunities

At all levels better: Planning of longer units Focus on key concepts and their development Connections between different aspects of mathematics Integration of using and applying skills in their broadest sense

as long as it is consciously designed. “For generations, high school students have studied mathematics that has very little to do with the way mathematics is created or applied outside school… …communicating established results and methods … … giving students a bag of facts and properties… working some problems in which they apply learnt properties and then move on … …There is another way to think about it, and it involves turning the priorities around. Much more important that specific mathematical results are the habits of mind used by the people who create those results … …Although it is necessary to infuse courses/curricula with modern content… …it is even more important to give students the tools they will need to sue nda understand their mathematics.”

Habits of mind: an organising principle for mathematics curricula

Al Cucoco, E Paul Goldenberg, June Mark Journal of Mathematical Behaviour 15

NCETM News

You should have received in all schools a folder from NCETM telling you of their activities and portal. With the appointment of Professor Celia Hoyles as the director and Jane Emery staying on as assistant director I am more optimistic about the future of the organisation. Already there is a change in

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emphasis and management of their image and the work that they are doing within the mathematics community and with schools. Please ensure that you register on the portal and review it regularly as although their own resource areas may still be limited there are increasing links to good sources.

pfeg Quality Mark Resources

Penny Wise finds out about Bills and Taxes – Key Stage 2 A resource which offers an introduction to the costs of running a home, looking at personal finance and giving energy saving tips. Activities involving literacy and mathematics are built around a central storyline, making it a readily useable resource for teachers to introduce. Face2Face with Finance, Bank on it – Key Stages 3 and 4 This resource develops pupils’ knowledge covering important topics such as budgeting, credit and debit cards, borrowing, basic banking and internet banking. Practically based and containing ready made units of work on banking based on worksheets, discussion, follow up activities and homework ideas. Face2Face with Finance, We’re in business – Key Stage 3 and 4 An interactive group-based resource with tasks and activities, which provide real learning scenarios that can be linked with many other curriculum areas and used to develop life skills such as decision making and creativity. View further details and how to get hold of these resources on www.pfeg.org

Festival of Science, York 2007-08-02 The BA Festival of Science takes place in York, from 10-14th September and is hosted by the University of York. It is the UK’s leading science communication event, attracting over 400 of the best national and international talent from all branches of the natural and social sciences to talk about, debate and present their research. It is a biannual event and in 2005 nearly 35 000 people attended. This year a particular focus is technological change and the inferences for education and life. Watch the press for further details.

NCETM- £50 book token offer

In order for them to improve the overall professional development for teachers of mathematics they would like to hear form teachers about what has worked for them. There is an online survey which aims to gauge the full range of professional development experiences from attending a course, through to a collaboration project or even an inspiring conversation, article or book. All completed questionnaires will be entered into a monthly prize draw for a £50 book token.

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Maths Inspiration

Maths Inspiration is going to be at the Gala Theatre, Durham on November 13th 2007. Their aim is to inspire the next generation of mathematicians, engineers and other mathematical and numerate professionals. Their target audience is Year 12’s and more able Year 11’s (Year 13’s would also be able to enjoy the show). Details should have been in all secondary schools in July. Further details are available at www.mathsinspiration.com

Impact of Assessment on Learning and Teaching Mathematics

This report is based on evidence from a small survey conducted by MA, ATM and NANAMIC which only had 25 responses from teachers in schools across the full age range. However the underlying nature of the concerns expressed did not vary greatly between the sectors represented and I feel would be shared by many of you as you read them. The strength and nature of the feelings did not surprise the associations and is has become increasingly expressed by teachers and educators generally over at least the last ten years as we have seen a growing dominance of standardised assessment and accountability systems effect the teaching and learning of mathematics. The key issue which emerged from the small survey was the deep concern about the pressures that make it difficult for many teachers to resist teaching to the test, focusing on short term goals and learning which is preoccupied with a narrow range of skills. This is seen to be to the detriment of longer term aims such as developing understanding, providing opportunities for skills and knowledge to be applied in a wide variety of ways, encouraging enjoyment and positive attitudes and providing a broader education which embraces but goes beyond the immediate requirements of the specified curriculum. Teachers reported finding it increasingly difficult to be innovative and teach in ways which generate interest and enthusiasm amongst their students, and students are neither well prepared for the needs of employment and everyday life nor for the further study of mathematics. The full document can be found www.atm.org.uk/professional-services/policy/ATM-070304-Impact-of-Assessment-Report.rtf

Lost Language 1 At a recent conference for Able and Gifted children I was reminded of mathematical terms formerly used which seem to have passed out of use in this country although still commonly used for example in North America. What about minuend and subtrahend? Do you know any others? Please share with Median readers.

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Many Right Answers

Practical tools to help mathematics teachers try out some new ideas in the classroom are now available in ‘Many Right Answers’ – a multimedia resource focusing on talking low achievement in secondary schools provided by the Basic Skills Agency. Developed by Dr Els Geest, University of Oxford, the resource has been created from work with a group of mathematics teachers who were willing to review and develop their current practice and to be filmed throughout the process. In ‘Many Right Answers’ teachers are encouraged to: Challenge traditional ideas about the hierarchical nature of learning Avoid over-simplification of mathematics Question the basic belief that there is always a ‘best’ answer and way of

working in mathematics. There are sample sections of ‘Many Right Answers’ on the NCETM Portal and we have a copy in the mathematics team which any interested school may borrow.

740 400 This is the number of staff, including teachers and teaching assistants, in the maintained schools workforce in England in 2007. This is an increase of 17 300 compared to 2006. The Training and Development Agency has launched the Mathematics Development Programme for Teachers, to give non-specialists the knowledge they need to deliver the subject. For details, email angharad.jones@tda.gov.uk Ofsted has published a study which shows that many students are becoming re-engaged with learning as more schools offer a broader choice of courses and vocational programmes at Key Stage 4. Secondary Curriculum In September schools will receive the final programmes of study for the reformed secondary curriculum, which will be rolled out from autumn 2008 (Year 7 only). The changes build on existing good practice and bring the layout of the mathematics NC in line with all other subjects. There as been little revision of content in mathematics but there is a greater emphasis on Using and Applying.

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Testing Times

The days of ‘SATs’ as we know them might be numbered, depending on the outcome of a two-year pilot in 10 local authorities starting this September. The pilot will look at ways to encourage better progression throughout the Key Stages. Individual pupils, from Years 3 to 9, can sit ‘single level’ tests in English or mathematics; whenever their teachers think they are ready. Every year there will be two windows when tests can be taken: in December and June. This will enable pupils to progress up the National Curriculum (NC) level ladder at their own speed as they move through Key Stages 2 and 3. If the pilot succeeds, this arrangement could replace the current system. Pilot schools will continue to follow both systems in parallel for the duration of the trial i.e. pupils will take both the single level tests when ready plus the normal end of Key Stage tests over a range of levels. Pilot schools will also trial an increase in targeted one-to-one tuition for pupils falling behind in English and/or mathematics. Each child considered in need by class teachers will be eligible for 10 hours extra tuition in either subject. Initially, the help will be targeted at pupils who entered the Key Stage behind National expectations in English or mathematics. LAs will be responsible for supplying a pool of tutors, who must be qualified teachers, to do the extra work – which will be paid. It’s expected many will be teachers currently working in the pilot and neighbouring schools. During the pilot, schools will also be given ‘progress targets’, measuring the number of pupils who improve by two NC levels over the course of a Key Stage. There will also be financial rewards for schools making significant progress with those pupils who entered the Key Stage behind expectations. For further details: www.teachernet.gov.uk/educationoverview/briefing/currentstratgey/makinggoodprogress.

Abacus Evolve

Just a reminder for those of you who have bought this in the last six months or so the publisher will update your whole package for free just contact them if they have not contacted you to date. Cathy and I are quite impressed with aspects of this package. The ICT resources can be purchased independently and some of them are very powerful. Many are also aimed at pupils working in pairs and offer the chance to use them as teaching and/or learning tools.

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New professional Standards

The Training and Development Agency for Schools (TDA) has developed new standards that refer to key transition points along teacher’s career pathways. Thus, standards are defined for those teachers entering the profession (Q); for those completing their period of induction and moving through the ‘main Scale’ (l); for those crossing onto and moving through the ‘upper pay scale’ (P); for those achieving and maintaining ‘excellent teacher’ status (E); and for those achieving and maintaining ‘advanced skills’ status (A). These become ‘active’ from September 2007 and so it is important if you are responsible for either a student or an NQT that you are familiar with the new standards. They are available for download at TeacherNet. NCETM is working on exemplar materials for these standards to put onto their portal. They are expecting these to be in place by September.

New GCSE Specifications

All examination boards have now published their new specifications for and sample materials in response to the changes requirement for assessing AT1 through the terminal examinations. All secondary schools should have received the information form the examination board they currently use but may request the information from other boards directly.

Bowland mathematics

A way of making mathematics more attractive to Key Stage 3 pupils is being developed by the Bowland trust, with support from DfES. Twenty-three ‘case study’ problems are being developed which teachers will be bale to sue to complement their teaching. Each case study ill occupy 3 to 5 lessons with homework. They set mathematics in entertaining scenarios. The Bowland mathematics initiative is currently compiling a list of schools that would be willing to be considered as pilots for one or more of the case studies during the autumn term 2007. At this point, volunteering does not guarantee that a school would be included in the pilot but they would be considered. For more information about the imitative and case studies, go to the website, which is www.Bowlandmaths.org.uk . Schools wishing to be considered for the pilot should send an email to bowland.mailbox@dfes.gsi.gov.uk

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40 Day Course for Non-Specialists Teaching Mathematics

The TDA is collaborating with the mathematics and education communities to pilot a continuing professional development (CPD) programme for teachers without a specialism in mathematics, who are deployed to teach the subject for some or all their timetable to learners aged 11-19. Specialism in this context is taken to mean someone who has a post A level qualification in mathematics and/or has undertaken mathematics initial teacher training. The programme is a direct response to Adrian Smith’s review into post-14 mathematics education ‘Making Mathematics Count’ (2004) and the NFER research ‘Mathematics and Science in Secondary Schools: The deployment of teachers and support staff to deliver the curriculum’ (2006). Teachers participating in the pilot programme, known as the Mathematics Developmental Programme for Teachers, will develop their subject knowledge and their subject-specific pedagogical skills over a period of 40 days. The programme will be tailored to the needs of each individual participant and will be spread over an academic year to minimise the burden on teachers, schools and further education colleges. A flexible model of accreditation will enable participants to pursue H level accreditation (and M level credits in some cases) where desired. The DfES is to provide supply cover for participants in the first year of the pilot. The programme which started in summer 2007 is being piloted in three regions of the country and, subject to evaluation, will become available nationally in 2009. The pilot programme will be delivered by Liverpool Hope University and the Universities of Brighton and Wolverhampton, and could therefore potentially support teachers in over 60 local authorities. Recruitment is underway now and continues until the end of September. Further information, including the contact details for the course providers, can be found at: www.tda.gov.uk/developingmaths

Lost Language 2

Just in case you were wondering and do not have a dictionary handy: Minuend - the quantity or number from which another, the subtrahend, is to be subtracted. Subtrahend - a quantity or number to be subtracted from another.

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pfeg & NCETM Joint Project pfeg (The Personal Finance Education Group) is an independent charity and the leading provider of advice and support for personal finance education within England. NCETM (The National Centre for the Excellence in Teaching Mathematics) is a major initiative funded by the Department for Children, Schools & Families, to enhance professional development for mathematics teachers. It was established in response to the recommendations of ACME (Advisory Committee on Mathematics Education) and those made in Professor Adrian Smith's report “Making Mathematics Count” pfeg and the NCETM will be running a joint project in Dorset & Somerset during the 2007/08 academic year. The aim of the project is to bring together innovative approaches to the teaching & learning of Mathematics within a personal finance context, following the recent curriculum review and introduction of the new programmes of study. There will also be an emphasis on collaborative working leading to professional development and a dissemination conference in summer 2008. Schools wishing to take part in the project will be able to access up to three days of free support from a pfeg consultant and may also wish to bid for NCETM research funding. Further details of the initial briefing sessions and an overview of the project will be distributed to all schools within Dorset and Somerset early next term. Vanessa Bailey consultant South West pfeg

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What Makes 100%? (Canadian Perspective)

What does it mean to give MORE than 100%? Ever wonder about those people who say they are giving more than 100%?

We have all been to those meetings where someone wants you to give over 100%. How about achieving 103%? What makes up 100% in life?

Here's a little mathematical formula that might help you answer these questions If:

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

is represented as:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26.

Then H-A-R-D-W-O-R-K 8+1+18+4+23+15+18+11 = 98%

and

K-N-O-W-L-E-D-G-E 11+14+15+23+12+5+4+7+5 = 96%

but, A-T-T-I-T-U-D-E 1+20+20+9+20+21+4+5 = 100%

and B-U-L-L-S-H-I-T 2+21+12+12+19+8+9+20 = 103%

and look how far ass kissing will take you .

A-S-S-K-I-S-S-I-N-G 1+19+19+11+9+19+19+9+14+7 = 118%

so one can conclude with mathematical certainty that while ‘Hard work’ and ‘Knowledge’ will get you close, and ‘attitude’ will get you there, it's the ‘Bullshit’ and ‘Asskissing’ that will put you over the top.

"REMEMBER SOME PEOPLE ARE ALIVE SIMPLY BECAUSE IT IS ILLEGAL TO SHOOT THEM."

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Some Maths Ideas to Play With

Sum Numbers In the multiplication sum below, the first five letters represent five different whole numbers between 0 and 9 inclusive, and each letter always represents the same number. What is the sum of the numbers that the five different letters represent in the sum? ERE EM X AFAR Diagonal Problem Complete each line down, across and diagonally with the numbers 1, 2, 3, 4 and 5. No line, whether vertical, horizontal or diagonal should contain the same number more than once. In what order do the numbers appear in the diagonal from top left to bottom right?

1 2 3 4

Make a Magic Square In a magic square the rows, columns and diagonals all add up to the same number. This is called a magic square. This is a template that will help you make your own magic square.

a-c a-b+c a+b a+b+c a a-b-c

a-b a+b-c a+c To use this template all you do is substitute numbers for a, b and c. Alternatively try: -

a-c a-b+c a+b a+b+c a a-b-c

a-b a+b-c a+c

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Odd Number Problems

1. Add the first three odd numbers. Add the first four odd numbers. Add the first seven odd numbers. Add the first ten odd numbers. What do all the sums have in common? 2. Choose any odd number. Square it. Now subtract as many 8’s as you can. Note the number that you end up with. Do the same thing with several different odd numbers. What do you notice? Can you find a reason for what you have noticed? 3. In what follows, every time you multiply a number by another number, always subtract as many 8’s as you can form the product. Write out the multiplication table for the numbers 1, 3, 5 and 7 (don’t forget to subtract the 8’s) 4. Write out the multiplication table for the numbers 1, 3, 9 and 7, but this time only write down the last digit of your product every time. Choose one of your numbers 1, 3, 9, 7. Multiply your chosen number by 3 (keeping only hr last digit of course!). Then multiply the number obtained by 3 (again, last digit only kept). Go on like this until you get back to your first chosen number. How many multiplications by 3 did you do before you got back to your first number? What happens if you go on multiplying by 7? What happens if you go on multiplying by 9? Now write out the multiplication table for the numbers 1, 11, 5 and 7. But this time always subtract 12’s from any product you obtain, if it is more than 11. These four numbers, do they behave like the set {1, 3, 5, 7} or like the set {1, 3, 9, 7} 5. Write out the multiplication table of the numbers 1, 3, 5, 7, 9, 11, 13, 15 but this time subtract 16 from every product you obtain. (You can use a calculator). Compare some of the rows with each other. For example, compare the 1 times with the 9 times, the 3 times with the 11 times. What does 15 times do?

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Double – Double Multiplying by 4 is easy: you just have to double and double again. For example: 4x67; 2 x 67 = 134 2 x 134 = 268 4 x 283; 2 x 283 = 566 2 x 566 = 1132 How can you extend this method to multiply by 8? What about multiplying by 16? What about 32? Suggest an easy way of dividing by 4, 8 and 16.

A Sequence of Decimals

On a graphical calculator generate a sequence as follows: 1/7 0.1428571429 Ans + 1/7 0.2857142857 0.4285714286 0.5714285714 Investigate other sequences of decimals in the same way. How can you decide whether a particular fraction recurs or terminates?

Kites

Imagine a kite. How many pairs of congruent triangles can you see? Why is each pair congruent? Prove that the diagonals of a kite intersect at right angles.

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Think of a Number

Think of a number Add 3

Multiply by 5

Subtract 7

Double

Add 4

Divide by 10

Subtract the original number

Why does everyone get 2?

Signs and Brackets

Find the missing signs to make these statements correct: ( a b ) ( a b ) = 2a ( a b ) ( a b ) = 2a + 2b ( a b ) ( a b ) = 2b ( a b ) ( a b ) = 0 ( 3a b ) ( a 2b ) = 2a + 3b ( 3a b ) ( a 2b ) = 4a + b ( 3a b ) ( a 2b ) = 2a - 3b ( 3a b ) ( a 2b ) = 4a - b Can you make up a set of your own?

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Websites

There has been some disquiet that there are a high percentage of secondary websites being referred to in this section. Well it is up to you dear readers to recommend sites that are suitable for Primary, Nursery or Special. All sites recommended by teachers or consultants are added to the list. Your feedback on the usefulness of the sites listed in this section would also be of value as we slowly move towards the electronic age in Dorset and this will soon be available via the web but please do not hold your breath!

Recommendations from Lee Northern County Adviser for Mathematics Cornwall. You may have heard about Tom Lehrer a US maths professor, now passed away we think, who was a satirical song writer.

http://curvebank.calstatela.edu/newmath/newmath.htm give it a moment it will start playing automatically, all about new math – numeracy strategy???? An animated version (which only has the base 10 part) is also on Youtube, so is likely to be filtered by school machines at: - www.youtube.com/watch?v=SXx2VVSWDMo Also brilliant is Tom’s song ‘That’s Mathematics’ which should be required listening for every teacher of maths and pupil! This is on Youtube as well at: - www.youtube.com/watch?v=v0XUqliEnPQ or you can download them both as .wav audio files from: http://faculty.ivc.edu/rzucker/Math%20Songs.htm Enjoy! There is a community on the NCETM website portal (www.ncetm.org.uk) called ‘Early Years Mathematics’ which has been set up by Maulfry Worthington to encourage some debate and sharing of ideas in this important area. Maulfrey and her colleague Elizabeth Carruthers, also host a web-site entitled ‘children’s Mathematical Network’ http://www.childrens-mathematics.net Talking tins http://www.talkingproducts.co.uk There is a community on the NCETM portal website for SW teachers to share stories form their classrooms p worth a look if not contributing to. http://www.ncetm.org.uk/sw

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Chris Denton QE mathematics faculty head has sent in the following for your consideration. http://tech.plym.ac.uk/maths/CTMHOME/resources_exploring.htm Centre of Teaching Mathematics at Plymouth PDF versions of the Exploring Series of A level maths problems. www.geogebra.at is some free software that doesn’t have to be downloaded and installed. It’s a bit like Geometer Sketchpad. It can save as Java files and you can then create web pages such as those here http://www.geogebra.at/en/wiki/index.php/English where it is hoped people will upload their files. I especially like this one http://www.geogebra.at/en/examples/function_slope/function_slope1.html Make sure you read the quick instructions http://www.geogebra.at/help/geogebraquickstart_en.pdf to get started. Not so mathsy but still has potential … Microsoft Innovative Teachers http://www.mircosoft.com/uk/education/skills-dev/innovative-teachers/default.aspx This seems to be a new site set up by Microsoft. It’s UK centred (I think there is an Australian version too, and probably an American one) you register and then have access to the groups and resources. As it is fairly new the content is limited in some areas but I would imagine that because it is Microsoft it won’t be empty for long. Most of it seems to be ‘Microsoft is wonderful for education’ but it does in places give ideas on how to use Office programmes in lessons and people have already uploaded resources so it might end up being good and worth keeping an eye on. (Since Chris sent in this info in an email the site has grown quite a lot.) www.microsoft.com/uk/education/learningessentials is a link to some software to download. Its quite a big file and some bits are useful, it sets up worksheets for certain subjects and gives help on how to use word, excel, PowerPoint etc with an educational slant. The set up allows maths worksheets to be made easily as it has a new toolbar where you can access Microsoft equation editor by the simply click of a button! This is an add-in for PowerPoint and allows you to make presentations that use hmtl files, audio and video and put them together like a movie. Producer has a timeline which you can attach files to and play at certain times in your presentation. Worth a look at to make animated presentations maybe? http://www.bbc.co.uk/schools/archive/ is the new BBC archive of audio and video, some of which might be useful with Producer. I didn’t know that the CIMT site had A level stuff on it now; some of it looks good http://www.cimt.plymouth.ac.uk/porjects/mepres/alevel/alevel.htm

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Obviously the Mathematical Toolkit http://lgfl.skoool.co.uk/content.aspx?id=657 from skoool is worth having because it is free as is the Smart notebook http://smartech.com/support/software/index.asp also free and worth having even if you don’t have an IWB. There are some good maths flash files in the gallery. I have found the Glosmaths A level things www.glosmaths.org which links to ‘Kangaroo Maths’ and ‘Bring on The Maths’ software- samples on http://kangaroomaths.com/samples/index.htm (Many of these resources are already in school if you attended the Core A level course they were on the CD you were given.) Also some nice things here http://www.cleo.net.uk/subjects.php and here http://www.aaamath.com/B/fra.htm (American site watch terms and spelling!) Tarsia jigsaw files link is http://hermitech.ic.zt.ua/ http://mathedup.co.uk is becoming a good resource – people are posting jigsaw files here and there are also PowerPoint and Easiteach files to download and a link to an Easiteach reader. The site is regularly updated. 3 more links http://www.m-a.org.uk/association/organisation/committees/teaching_committee/subcommittees/post16_subcommittee_resources/index.html because it has some nice stuff and is hard to find. http://www.school.bedfordshire.gov.uk/numeracy/Docs/Resources/catalogue%20of%20resources.xls some of which looks useful http://www.combinationlock.com/play.asp?r=3&d=0 interesting thing, possible nice starter?? http://www.letts-successzone.com/ click on revision challenge, has changed since last year not sure what the feedback is like. http://neighbourhood.statistics.gov.uk/dissmenination/home.do is the National statistics website very useful for giving to pupils to analyse and interrogate. Hope these are useful. Chris

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Network Meetings Please contact the courses team to book your place on one of the following: -

Primary School

5th November 2007

The Crown Hotel, Blandford 1:30 – 4:00 p.m.

6th November 2007

The Rembrandt Hotel, Weymouth 1:30 – 4:00 p.m.

7th November 2007

Hamworthy Recreation Club, Canford Heath 1:30 – 4:00 p.m.

Middle School

The Crown, Blandford 13th November 2007

1:00 for lunch 1:30 – 4:00 p.m.

Secondary School

Kingston Maurward, Dorchester

15th November 2007 1:00 for lunch

1:30 to 4:00 p.m.

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How to contact the Maths Team

Angela Easton

A.M.Easton@dorsetcc.gov.uk Mobile: 07977 105139 Office: 01305 224203

Cathy Chalk

C.Chalk@dorsetcc.gov.uk Mobile: 07977 109198 Office: 01305 254023

Jennie Fellowes

Jennie is at present seconded to work in a Dorset school and is not available to support work in schools. Please contact either Cathy or Angela for work in the primary phase. Jennie will be returning to work with the team at the beginning of the New Year.

Jane Livesey

J.V.Livesey@dorsetcc.gov.uk Mobile: 07733 314564 Office: 01305 254033