Maths, Movement & Mastery

 

Leaders:

Sarah Lewis, Angela Mance, Helen Roe, John Stevens (Culture Box Surrey), Katie Green (dance practitioner), Alison Swann (dance practitioner)

 

Rationale:

We will be using the book ‘One is a snail, 10 is a crab: A counting by feet book’ by April Pulley Sayre and Jeffrey Sayre as a starting point. This book has been used extensively in classrooms as a way of using pictorial representations of numbers (effectively algebraically) to support children in reasoning about numbers- a core part of demonstrating mastery.

Our project will involve

Teachers and artists working together to create a series of dance positions/moves to represent each of the numbers from 0-9.

The crucial challenge is to find moves which go beyond 1:1 correspondence which can then be used for reasoning related to multiplication and division, and to reflect on the challenges in teaching this to teachers – so that they are confident to use them with children.

Then working together to use these to solve mathematical problems – creating a ‘bank’ of starter ideas.

There are 10 schools involved in the project, forming a new ‘hub’ of the Culture Box Surrey. Our collaboration will help us share and develop ideas. There will be a particular focus on the progress of vulnerable children.

We will be exploring in the first instance how to use these same ‘moves’ to help build recall and fluency – which are the necessary pre-requisites for mastery.

Targets

To use movement to increase accuracy and fluency of recall of number facts relating to number bonds and times tables.

To use movement, repetition and rehearsal to support children in acquiring and retaining number facts.

To increase teacher confidence in using dance techniques to underpin maths learning.

Success criteria

Partnership working is strengthened with the Culture Box Surrey.

Children are able to articulate how using movement helps their learning.

Partnership working is strengthened across the project schools.

More flexible use of curriculum time can be linked to raised standards.

Children spontaneously and independently use the movement to support their recall.

Accuracy and fluency in multiplication and division is improved – increasing the proportion of children meeting the expected standard for their age relative to their starting points.

Teachers demonstrate effective use of dance techniques to support learning in the core curriculum.

Accuracy and fluency in number bonds is improved – increasing the proportion of children meeting the expected standard for their age relative to their starting points.

Action Plan

The extent of involvement from artist practitioners will be directly proportional to the amount of grant funding received and the contributions that schools can make themselves.

Autumn

 

Workshop 1

Led by lead teachers are Arts practitioners to develop ‘positions/movements’

  • Teachers try out techniques with own classes in dance sessions.
  • Teachers cascade learning to colleagues.
  • Teachers work with artists in their own school to develop techniques and reflect on effectiveness.
  • Teachers liaise with other schools to share progress and ideas – both by visiting each other’s schools and by capturing work digitally.
  • Teachers report back on their focus vulnerable children.

Spring

 

Workshop 2

Led by lead teachers and Arts practitioners to share progress thus far and develop and new bank of ideas for further experimentation. At this point some schools/age groups may be ready to apply the techniques in the context of problem solving.

  • Teachers try out techniques with own classes in dance sessions.
  • Teachers cascade learning to colleagues.
  • Teachers work with artists in their own school to develop techniques and reflect on effectiveness.
  • Teachers liaise with other schools to share progress and ideas – both by visiting each other’s schools and by capturing work digitally
  • Teachers report back on their focus vulnerable children.

Summer

 

Workshop 3

Celebration event

  • Teachers, children and artists gather to share learning and reflect on the impact of the work
  • Written report collated on the impact on vulnerable children
  • Cascade learning back in school