{"id":7418,"date":"2017-03-22T14:31:06","date_gmt":"2017-03-22T14:31:06","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/per\/?p=7418"},"modified":"2017-03-22T14:31:06","modified_gmt":"2017-03-22T14:31:06","slug":"developing-mathematical-resilience-in-teachers","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/per\/?p=7418","title":{"rendered":"Developing mathematical resilience in teachers"},"content":{"rendered":"
\"Dr

Dr Clare Lee<\/a>, The Open University.<\/p><\/div>\n

During the academic year 2015-16 I worked with a group of 22 teachers from 12 different schools (primary and secondary) across the Enigma Maths Hub<\/a>. I’ve recently published a report about this work (Lee, 2016<\/a>).<\/p>\n

The purpose of the programme was to support teachers in applying some of the ideas from research about Maths resilience to their practice and therefore to improve the classroom experiences of children learning Maths. <\/p>\n

The teachers took part in a year-long action research project to introduce mathematical resilience into their classrooms. The teachers worked in pairs in their schools supporting and challenging each other to work differently and to make a difference.<\/p>\n

<\/p>\n


\nThe programme of activities<\/strong>
\n

\"Concepts

Concepts relevant to understanding resilience in Mathematics.<\/p><\/div><\/p>\n

The group met four times (November, January, March, June) during the course of the academic year, in the Open University Library for between two and two-and-a-half hours.<\/p>\n

In the first meeting, I shared some of the findings from research in this area and introduced tools for thinking about resilience. This was followed by a discussion and work in pairs to plan some activities that they would try in their classrooms.<\/p>\n

Subsequent meetings concentrated on sharing experiences, discussing issues and, where necessary, drawing on my expertise in Mathematics resilience. <\/p>\n

In the final meeting, the group discussed the format for reporting their work, and worked on their final reports. These were submitted two weeks later and a summary of all the projects was prepared.<\/p>\n

\"A

A diagram showing some of the problem teachers encountered.<\/p><\/div>\n

The sorts of problems that were being addressed included:<\/p>\n