Making an Impact in Teaching Primary Mathematics (session 2 of 2) Event
For more information regarding this event, please telephone Mathematics and Science Learning Centre on 023 8059 8810 or email mslc@soton.ac.uk .
Event details
The revised National Curriculum identifies the importance of developing conceptual knowledge. This is also recognized in Ofsted publications.
The National Centre for the Teaching of Mathematics Summer Conference for ITE 2014 identified the significance of pupils making connections in mathematics and ensuring they experience deep rather than superficial learning. The conference indicated that ‘both conceptual knowledge and procedural proficiency are fundamentally linked with children’s mathematical achievement and ability to apply mathematics flexibly in different contexts’ and drew upon a range of research to support this. This research included the work of Dr Chronoula Voutsina. Reference was made to her 2011 paper ‘Procedural and conceptual changes in young children’s problem solving’. Dr Voutsina will be leading one of the sessions on the first day of this two day course.
Participants will be able to:-
- Consider current research into the development of factual, procedural and conceptual understanding in primary mathematics.
- Explore a practical example of what teaching conceptual understanding would be like within the primary classroom.
- Conduct small scale classroom research related to the teaching of procedural and conceptual knowledge. This will enable teachers to assess the impact of their teaching.
Course Fee : £195