#### How do we develop positive attitudes towards mathematics and learning mathematics?

- Use a wide range of tasks and resources

- Enthusiastic teachers, with a 'can do' positive attitude

- Plenty of opportunities for students to experience success

- Hands-on approaches to learning

- Use real life examples and explore links with other subjects

- Offer positive role models of mathematicians

- Maths Clubs - e.g. older students mentoring younger students

- Posters publicising maths

- Share learning with parents (e.g. maths evenings to encourage positive attitudes amongst parents)

- 'Make it enjoyable': Maths challenges, competitions, puzzles of the month, celebrate achievements

- Enthusiastic teachers, with a 'can do' positive attitude

- Plenty of opportunities for students to experience success

- Hands-on approaches to learning

- Use real life examples and explore links with other subjects

- Offer positive role models of mathematicians

- Maths Clubs - e.g. older students mentoring younger students

- Posters publicising maths

- Share learning with parents (e.g. maths evenings to encourage positive attitudes amongst parents)

- 'Make it enjoyable': Maths challenges, competitions, puzzles of the month, celebrate achievements

#### How do we develop confident learners who are able to work independently and willing to take risks?

- Acknowledge all contributions positively, encourage learning from mistakes, welcome wrong answers as the springboard to new understanding

- Use positive language

- Encourage independent and small group research

- Value different approaches to solving problems

- Use positive language

- Encourage independent and small group research

- Value different approaches to solving problems

#### How do we develop good communicators - good at listening, speaking and working purposefully in groups?

- Plan lessons which focus on group work

- Set 'group-worthy' tasks that offer plenty to talk about

- Set a rule that groups are not 'allowed' to move on until all the students understand

- Allow time for presentation of findings

- Set the rule: "Don't ask the teacher - ask at least three other students first"

- Teachers take a step back and ask students to explain to the class their methods and reasoning

- Teachers question the answers, rather than answer the questions

- Mix up groups - expect students to take on a variety of roles and work with a variety of people

- Ask students to prepare tests and answers for younger age group

- Ask students to make a podcast or film on a given topic

- Set 'group-worthy' tasks that offer plenty to talk about

- Set a rule that groups are not 'allowed' to move on until all the students understand

- Allow time for presentation of findings

- Set the rule: "Don't ask the teacher - ask at least three other students first"

- Teachers take a step back and ask students to explain to the class their methods and reasoning

- Teachers question the answers, rather than answer the questions

- Mix up groups - expect students to take on a variety of roles and work with a variety of people

- Ask students to prepare tests and answers for younger age group

- Ask students to make a podcast or film on a given topic

#### How do we develop students who have appropriate strategies when they get stuck?

- Offer higher-order, open ended tasks to get students used to being 'stuck'

- Encourage students to explain their difficulty to the rest of the class - vocalise the problem, "say it out loud". Follow-up with an open discussion of the options available

- Offer easy access to a variety of resources

- Offer tasks in which students have to identify and correct errors and encourage similar reflection on their own work

- Create a culture in which 'thinking outside the box' is valued

- Encourage students to explain their difficulty to the rest of the class - vocalise the problem, "say it out loud". Follow-up with an open discussion of the options available

- Offer easy access to a variety of resources

- Offer tasks in which students have to identify and correct errors and encourage similar reflection on their own work

- Create a culture in which 'thinking outside the box' is valued

#### How do we develop lessons that maintain the complexity whilst making the mathematics accessible?

- Gradually increase the complexity of tasks

- Give plenty of time to engage in and 'solve' problems - the process is more important than the answer

- Use investigational tasks which can be accessed by everyone but can have different levels of outcome - low threshold, high ceiling tasks

- Be positive about any steps students take towards solving the problem, however small

- Present tasks in different formats

- Encourage a supportive environment in which students work together, discuss ideas and turn to each other for help

- Give plenty of time to engage in and 'solve' problems - the process is more important than the answer

- Use investigational tasks which can be accessed by everyone but can have different levels of outcome - low threshold, high ceiling tasks

- Be positive about any steps students take towards solving the problem, however small

- Present tasks in different formats

- Encourage a supportive environment in which students work together, discuss ideas and turn to each other for help

#### How do we develop students' ability to make connections (e.g. see/utilise different aspects of mathematics in one context, see applications in other areas)?

- "Where have we seen this before?"

- Present problems that can use many areas of maths

- Present open problems which allow students to ask their own questions and develop the need to learn something new

- Present problems based on real life and cross curricular contexts

- Invite outside speakers and professionals to discuss the use of maths in their jobs

- Present problems that can use many areas of maths

- Present open problems which allow students to ask their own questions and develop the need to learn something new

- Present problems based on real life and cross curricular contexts

- Invite outside speakers and professionals to discuss the use of maths in their jobs

#### How do we develop critical learners who value and utilise differences (e.g. different approaches/ routes to solution)?

- Encourage group work, peer assessment, rotation feedback, discussion

- Change the composition of groups regularly

- Ask key questions:

- Change the composition of groups regularly

- Ask key questions:

What are the strengths and weaknesses of this method?

When might you use this method?

When might you use this method?

- Encourage contributions from all the students

- Require students to explain their solution

- Emphasise method rather than outcome

- Bring students together for mini-plenaries to share and compare approaches

- Set problems which can be solved in a variety of ways