The Elements of High Impact Maths Teaching

THE ELEMENTS OF HIGH IMPACT MATHS TEACHING

This page summarises much of the professional learning I have done in my career to try to understand the elements of maths teaching and related pedagogy that have a high impact on students’ learning and outcomes. The table is not meant to be exhaustive and is a mixture of research, evidence, experience and professional discretion; often in significantly varying degrees. I will add to/amend the table over time as I reflect, cogitate and experiment during my professional learning.

Click on the elements to read a summary of the concept followed by links to further reading.

KEY

MEMORY

LESSON DESIGN

FEEDBACK

ASSESSMENT

CLASSROOM CULTURE

THE ELEMENTS

Ao

AVOID OVER-LEARNING

Mt

MODEL TRANSFER

Pf

PRIORITISE TOPICS FOR FLUENCY

Pm

PLAN FOR MISCONCEPTIONS

Pp

PLAN FOR ALL PERMUTATIONS

Cpa

CONCRETE-PICTORIAL-ABSTRACT

Vm

VISUAL MODELS

Pk

BUILD OFF PRIOR KNOWLEDGE

Mc

SPACE MINIMALLY DIFFERENT CONCEPTS

Me

USE MINIMALLY DIFFERENT EXAMPLES

Mq

MULTIPLE CHOICE QUESTIONING

Cv

CONCEPTUAL VARIATION

Pv

PROCEDURAL VARIATION

Cn

CONCEPT/NON-CONCEPT

Sk

SPECIFIC KNOWLEDGE

Cc

CULTURAL CAPITAL

Sm

SPEAK LIKE A MATHEMATICIAN

Rp

RESOURCES FOLLOW FROM PLANNING

St

USE SOLO TAXONOMY FOR MID-TERM PLANNING

Fp

FLEXIBLE PATHWAYS

Nj

NARRATE THE JOURNEY

Rq

REVERSE (OR REORDERED) QUESTIONS

Fl

FORMATIVELY LED

Mw

MINI-WHITEBOARDS

My

ME, US, YOU

Tfa

TIMELY, FREQUENT, ACCURATE

Il

IMPACT ON LEARNING

Vi

VISUALISERS

Mg

MARKS AS YOU GO

Pl

SEPARATE PERFORMANCE FROM LEARNING

Te

USE THE TESTING EFFECT

Pe

USE THE PRE-TESTING EFFECT

He

MAKE USE OF THE HAWTHORN EFFECT

Pr

POSITIVE, PROFESSIONAL RELATIONSHIPS

Rrp

REGULARLY REFLECT ON PROGRESS

Tlc

TEACH LIKE A CHAMPION