reasoning and problem solving cpd

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Published 2014 Revised 2019

Developing Excellence in Problem Solving with Young Learners

• Through our choice of task
• Through structuring the stages of the problem-solving process
• Through explicitly and repeatedly providing children with opportunities to develop key problem-solving skills.
• Finding All Possibilities (for example Half Time )
• Logic  (for example Teddy Town )
• Visual (for example Baravelle )
• Rules and Patterns (for example Ip Dip )
• Word Problems
• Stage 1: Getting started
• Stage 2: Working on the problem
• Stage 3: Digging deeper
• Stage 4: Reflecting
• Tell me/a partner what you think the problem is about.
• What would help you understand the problem?
• You might like to draw a diagram, act it out or represent it with a model.
• Could you try something out and see what happens?
• What other problems have you seen that are 'a bit like' this one?
• What mathematical skills have you got that could be helpful here?
• Try making a simpler case to get an idea of how the problem works.
• Trial and improvement
• Working systematically (and remember there will be more that one way of doing this: not just the one that is obvious to you!)
• Pattern spotting
• Working backwards
• Reasoning logically
• Visualising
• Conjecturing.

• interpret their findings so far in the context of the problem 
• explain their solution both verbally and in writing
• evaluate their method and compare different strategies.

CPD for maths teachers and trainers

A suite of courses designed to meet the continuing professional development (cpd) needs of all maths practitioners in the further education and training sector..

The Education and Training Foundation (ETF) has a wide range of CPD courses and resources to support maths and English delivery.

Our offer has been carefully designed to provide solutions to concerns around progress in post-16 maths and English attainment and to develop subject specific skills.

The courses are for practitioners at all levels and stages of their development and include:

• Webinars online free of charge
• National Network Meetings online free of charge
• Level 5 maths GCSE and Functional skills 20 hour courses, online 2 hours x 10 weeks (also available in-house) – £495 per person

Functional Skills

• Motivation and engagement
• Supporting English and maths in vocational classes .

These can be packaged and delivered in-house and tailored to meet the needs of the organisation, either online or face-to-face.

For an in-house group booking, discounts are available for packages of modules – contact us for details .

These courses are for teachers currently teaching GCSE or Functional Skills in the Further Education and Training Sector. They would also be useful for vocational staff delivering T levels with substantial mathematical content.

Courses are delivered online, 2 hours each week over 10 weeks and are also available for delivery in-house.

The cost is £495 per person for an open course – discounts are available for an in-house group booking – contact us for details.

• Teaching Maths Functional Skills teaching (Level 5 module)   This course is particularly suitable for those who do not currently hold a specific teaching qualification in maths. It is designed to meet the needs of all parts of the Further Education and Training sector, including independent training providers, colleges, offender learning and adult and community education.
• Teaching Maths GCSE: develop your practice (Level 5 module) This course supports practitioners working with GCSE maths learners, especially those who have achieved lower than a grade 5 at school. You will explore and experience how to engage and motivate learners and undertake assessment throughout the learner journey to build on prior learning.

For a full course description please follow the course link to the ETF booking website.

These modules are suitable for teachers currently teaching Functional Skills in the Further Education and Training Sector. They would also be useful for vocational staff supporting the delivery of maths. 

The modules can be packaged and delivered in-house and tailored to meet the needs of the organisation, either online or face-to-face.

• Money maths This course introduces contextual materials and activities to develop learners’ money maths abilities. It will support you to plan differentiated, inclusive money maths sessions. You will consider how to build on the knowledge and understanding that learners bring to the maths classroom to motivate them and encourage them to understand the value of maths.
• Supporting maths learners from Entry level 3 to Level 2 This interactive course will present practical strategies to support your maths learners by considering the mistakes and misconceptions commonly seen in our learning settings and in the summative assessments.
• Manipulating and using numbers This course explores a range of methods and modelling that support skills development and deep learning of fractions, decimals, percentages, negative numbers, indices, and standard form. It introduces a range of rich collaborative tasks, tackles misconceptions and uses technology effectively.
• Maths problem solving This is an interactive course that will support all practitioners in developing learners reasoning and problem-solving skills. Whilst also examining a range of activities that can be used with learners for supporting them in improving confidence in tackling more complex multistep problems.
• Modelling and abstraction This course explores Concrete, Abstract and Pictorial (CAP) representations that support deep learning and a better understanding of algebraic skills, geometric connections and number work, including conversions.
• Number at the core of maths This course explores a range of methods and approaches that support number skills development and deep learning including place value, BIDMAS and estimation approaches suitable for both GCSE and Functional Skills maths.
• Mathematical methods The course is designed to explore a range of approaches and alternative methods focusing on the nine basic skills of maths that underpin everything else – addition, subtraction, multiplication, division, fractions, decimals, percentages, scale and ratio. The core principle at the heart is to explore ‘any valid mathematical method’ that will gain marks in exams.
• Teaching Maths Functional Skills (Level 5 module) This course is particularly suitable for those who do not currently hold a specific teaching qualification in maths. It is designed to meet the needs of all parts of the Further Education and Training sector, including independent training providers, colleges, offender learning and adult and community education.

These modules are suitable for teachers currently teaching GCSE in the Further Education and Training Sector. They would also be useful for vocational staff supporting the delivery of maths.

• Modelling and abstraction This course explores Concrete, Abstract and Pictorial (CAP) representations that support deep learning and a better understanding of algebraic skills, geometric connections and number work, including conversions. It is helpful for maths study and for everyday life and work.
• Algebra in maths This interactive course will provide examples of activities that can be used with learners to develop their understanding of algebra, an area which is challenging to many. It will focus on algebraic expressions and linear equations and will look at how to encourage learners to rethink problems and secure their learning through tackling problems.
• Application of ratio and direct proportion   This interactive course will explore a range of strategies and teaching approaches to support learners to develop their understanding and confidence in using proportional reasoning and in solving ratio and proportion problems.
• Graphs in maths   This interactive course will explore activities that you can use with learners to develop their understanding and solve linear graphs, recognise and interpret graphical quadratic equations and solve everyday contexts represented by graphs.
• Visualising maths This interactive course will explore different ways visualisation-focused activities can support learners’ understanding and encourage deeper thinking in maths, including algebraic expressions, circle geometry, areas, and problem-solving.
• Teaching Maths GCSE: develop your practice (Level 5 module)   This course supports practitioners working with GCSE maths learners, especially those who have achieved lower than a grade 5 at school. You will explore and experience how to engage and motivate learners and undertake assessment throughout the learner journey to build on prior learning.

Teaching Learning and Assessment

These modules consider aspects of Maths as a subject, combined with pedagogical aspects of teaching, learning and assessment. They are suitable for teachers currently teaching GCSE and/or Functional Skills in the Further Education and Training Sector. They would also be useful for vocational staff supporting the delivery of maths.

These modules can be packaged and delivered in-house and tailored to meet the needs of the organisation, either online or face-to-face.

• Integrating maths into vocational courses This interactive course will support technical and vocational tutors, trainers, and assessors to identify naturally occurring opportunities to develop learners’ maths skills needed to successfully complete their study programme, apprenticeship, or vocational or technical course.
• Key factors in individual maths lesson planning This interactive course will support all practitioners in delivering substantial maths content in how approaches to planning can support deeper learning and develop learner engagement. It will include how the use of resources can be maximised
• Maths problem solving This is an interactive course that will support all practitioners in developing learners’ reasoning and problem-solving skills. Whilst also examining a range of activities that can be used with learners for supporting them in improving confidence in tackling more complex multistep problems.
• The role of assessment in maths This interactive course will present examples of different types of assessment to develop an understanding of their role in supporting learning. You will consider the importance of learners’ maths experiences and how these might impact their learning.
• Maths puzzles This course will introduce a range of geometry and algebra games and puzzles to engage maths learners to help develop mathematical fluency, encourage deep thinking and support problem solving development.
• Maths in more than one dimension This course explores a range of approaches and imagery that support skills development and deep learning of 2D and 3D shape and relationships between angles, from first principles. It introduces a range of rich collaborative tasks, tackles misconceptions and uses innovative technology.
• Impact of language in maths This interactive course will provide a deeper look into how we approach questioning learners and how to develop learners’ ability to transfer knowledge across contexts. It will also consider what makes for effective discussion and ways to address maths specific vocabulary.

Motivation and Engagement

These modules focus on approaches to and techniques for motivation and engagement in the maths classroom. They are suitable for teachers currently teaching GCSE and/or Functional Skills in the Further Education and Training Sector. They would also be useful for vocational staff supporting the delivery of maths.

These modules can be packaged and delivered in-house and tailored to meet the needs of the organisation, either online or face-to-face. 

• Practical activities to engage maths learners This course aims to investigate and discuss practical approaches that can be used with learners, and alternative ways of presenting problems, to achieve greater engagement in the maths classroom.
• Removing barriers to motivation in maths This course will provide participants with the opportunity to plan effectively to meet the needs of the learners and explore a range of techniques and activities to increase motivation and engagement.
• Attendance and motivation in maths This course will explore how to support learners to value maths skills and investigate coaching and resilience strategies to support teaching practice and encourage learners to engage

Additional learning support

These modules focus on approaches to support learners with additional learning needs in the maths  classroom. They are suitable for teachers currently teaching GCSE and/or Functional Skills in the Further Education and Training Sector. They would also be useful for vocational staff supporting the delivery of maths .  

These modules can be packaged and delivered in-house and tailored to meet the needs of the organisation, either online or face-to-face.   

For an in-house group booking, discounts are available for packages of modules –  contact us for details .  

Developing effective in class support for your English and Maths learners  

Who is this for: Managers, Lecturers/teachers of English and Maths, Subject specialists, Support workers  

Aim: This session focuses on sharing training resources on how to use support workers effectively in the English and maths classrooms. The aim is to improve the collaboration between support workers and teachers to ensure that the maximum impact can be felt by learners. The aim is to ensure that all delegates leave with an action plan for implementation around how to improve practices in this area.  

The outcomes of the course aims to:  

• Identify the skills and strategies needed for a support worker to effectively meet learners needs within a maths and English classroom.  
• Share examples of good practice of collaboration between teachers and support staff.  
• Provide evidence-based research and case studies around how to manage support workers effectively including how to measure the input and impact this role has on learning.  

Length: 2 hours  

Inclusive Formative and Summative Assessment for maths and English  

Who is this for: Managers, lecturers/teachers of English and Maths and subject specialists  

Aim: The session focuses on principles and practice of inclusive assessment in the English and maths classroom  

The outcomes of the course are to:  

• Explain the core elements of effective formative and summative assessment  
• Analyse how effective assessment is  underpinned by learning mindsets   
• Explain effective, inclusive formative assessment in maths and English, in principle and practice  
• Outline effective, inclusive summative assessment principles and practice  

Inclusive Initial and Diagnostic Assessment for maths and English  

Who is this for: Managers, lecturers/teachers of English and maths and subject specialists  

Aim: The session focuses on the principles and practices of inclusive initial and diagnostic assessment in the English and maths classroom.  

• Identify the purpose of initial and diagnostic assessments  
• State differences between IA and DA  
• Evaluate a range of IA and DA activities  

Inclusive planning to support neurodiverse learners in the maths and English classroom  

Who is it for: Managers, lecturers/teachers of English and maths and subject specialists.  

Aim: The session focuses on the principles and practice of planning to meet individual learner needs in a maths or English classroom.  

 The outcomes of the course are to:  

• Identify the foundations of planning and sequencing learning  
• Identify learniing intentions  
• Review strategies and dosuments to support the planning process  
• Identify individual starting points  

Supporting neurodiverse learners in the maths classroom  

Who is it for: Lecturers/teachers of maths, subject specialists in post 16 settings  

Aim: This webinar focuses on sharing good practice regarding how to provide appropriate maths support for learners with additional needs who are on mainstream vocational provisions. The session aims to support teachers and educators to recognise the range of neurodiversity needs that maybe present in both diagnosed and undiagnosed learners. The aim is to recognise the tapestry of our classrooms and uses the principle message that a better understanding of learners needs will result in more impactful teaching, learning and assessment. With between 30-40% of the population thought to be neurodiverse the evidence is clear that an increased understanding of these needs would result in a more inclusive classroom.  

• Develop practitioners understanding of neurodiverse needs and how to improve the design of teaching and learning in maths to support these learners.  
• Share strategies which explore how educators might manage neurodiverse behaviours which will promote impactful learning.  
• Promote and share a body of valid and relevant evidence-based research to enable practitioners to plan for effective learning and delivery.  

A national termly maths network in which maths teachers will have the opportunity to learn about new resources, collaborate and share experiences and ideas, and participate in CPD.

Book for the National Maths Network 

National networks are free of charge.

If you are interested in contributing ideas or a CPD session for a network please contact us .

Maths for Vocational

This course has been designed to support professionals in a range of settings including vocational teachers, apprenticeship assessors/trainers and learning support staff. 

Prices start from £495 for participation in an open course. 10% discounts are available for SET members and discounts are available for onsite group bookings – contact us for details .

Develop your learners’ maths skills in vocational and technical settings This course will provide participants with a range of strategies and activities to support learners to develop and use their English skills in a range of contexts.

For a full course description and to book, view the ETF booking website .

Upcoming Maths and English CPD training

Return to Maths and English

View CPD for English teachers and trainers

Continuing Professional Development

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More logical clinical problem solving online

Key Information

CPD Hours: 42 hours

Course Length: Six weeks

Course Format: An intensive tutor-moderated online learning experience. Resources include electronic course notes, supplementary reading, case assessments and discussion forums in which participants review and discuss cases with their colleagues and the tutors

This course may run again in the future. To register your interest please contact us .

Alternatively you can download and email using our Registration Form

Course Information

• Review of problem-based clinical reasoning
• Problem-based approach to: epistaxis, melaena and haematuria; seizures and weakness; coughing and dyspnoea, jaundice and hepatobiliary disease
• Diagnosis and management of kidney disease

If you have been waiting for a chance to develop your problem solving skills even further then this is the course for you!

This online course runs for six weeks and will build on the problem solving skills introduced to participants in previous logical clinical problem solving courses.

Why do this course? This course is designed to enhance your knowledge and skills in applying logical problem solving skills to important clinical signs seen in small animal practice.

David Church , BVSc PhD MACVSc FHEA MRCVS Professor of Small Animal Studies The Royal Veterinary College

Jill Maddison , BVSc DipVetClinStud PhD FACVSc SFHEA MRCVS Professor of General Practice The Royal Veterinary College

Lucy McMahon , BVetMed DipACVIM DipECVIM-CA MRCVS, RCVS and EBVS® Specialist in Small Animal Internal Medicine Anderson Moores Veterinary Specialists, Winchester

Harriet Syme , BSc BVetMed PhD DipACVIM DipECVIM-CA FHEA MRCVS Professor of Small Animal Internal Medicine The Royal Veterinary College

Holger Volk, DVM DipECVN PhD FHEA MRCVS Professor for Small Animal Diseases, University of Veterinary Medicine Hannover Honorary Professor of Veterinary Neurology and Neurosurgery, The Royal Veterinary College

Relevant CPD courses you may find of interest

Logical clinical problem solving online

Webinar Plus: Behavioural medicine in general veterinary practice

Webinar Plus: Building resilience to the challenges and pressures of practice

Webinar Plus: Master how to thrive (not just survive) in veterinary practice

Webinar: Supporting students with specific learning differences in the veterinary workplace

Relevant CertAVP modules

B-SAP.1 Small Animal Practice

C-SAM.8 Small Animal Medicine A

C-SAM.9 Small Animal Medicine B

• Cancer Nursing Practice
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• Nursing Children and Young People
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• RCN Nursing Awards
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• Revalidation

CPD    

Developing clinical reasoning and effective communication skills in advanced practice, julian barratt head of post-registration education, institute of health, university of wolverhampton, wolverhampton, england.

• To understand the role of clinical reasoning in establishing differential diagnoses and supporting shared decision-making regarding treatment

• To enhance your awareness of the importance of effective communication in clinical reasoning and optimum patient care

• To count towards revalidation as part of your 35 hours of CPD, or you may wish to write a reflective account (UK readers)

• To contribute towards your professional development and local registration renewal requirements (non-UK readers)

Clinical reasoning and effective communication are fundamental skills for nurses working at an advanced level of practice. Clinical reasoning processes are designed to enable the nurse to establish the nature of a patient’s presenting condition before focusing on problem-solving techniques that can guide the appropriate course of treatment. This article explores the concept of clinical reasoning in advanced practice and outlines the various approaches that nurses can take. It also details the role of effective communication in advanced practice. A case study is used to demonstrate the specific stages involved in clinical reasoning.

Nursing Standard . 34, 2, 37-44. doi: 10.7748/ns.2018.e11109

Barratt J (2018) Developing clinical reasoning and effective communication skills in advanced practice. Nursing Standard. doi: 10.7748/ns.2018.e11109

This article has been subject to external double-blind peer review and checked for plagiarism using automated software

[email protected]

None declared

advanced practice - clinical reasoning - communication - diagnosis - differential diagnosis - interpersonal skills - practice development - professional issues

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Maths Staff CPD - Developing Reasoning in Maths

Subject: Mathematics

Age range: 7-11

Resource type: Other

Last updated

25 August 2018

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This was a PowerPoint presentation and handout that I put together for a staff meeting in my role as subject-leader. It introduces ideas from the Mathematics Specialist Teacher programme and aims to develop mathematical reasoning. It discusses the importance of reasoning, outlines the mathematical skills required to develop reasoning and provides ideas for activities to develop reasoning.

The activities can be adapted to suit any age group and any mathematical concept. Many of the activities could also be adapted across the curriculum. They are self-differentiating, with a low entry point and high ceiling and are very quick and easy to set up. The activities are a great option for lesson starters, mental maths activities or time-fillers. The notes under each slide provide an explanation of the activity and some ideas on how it could be adapted.

The handout is provided in both PDF and Microsoft Word format.

Tes paid licence How can I reuse this?

Get this resource as part of a bundle and save up to 30%

A bundle is a package of resources grouped together to teach a particular topic, or a series of lessons, in one place.

Mathematical Reasoning Bundle

I am passionate about developing pupils ability to reason mathematically and - as the current National Curriculum states - make rich connections across mathematical ideas. The bundle features: - PowerPoint that can be used for staff CPD to encourage them to create opportunities to develop reasoning in their maths lessons. - PowerPoint of 'Always, sometime, never?' investigations. Where children have to reason and justify their decisions with evidence. - PowerPoint of ready-to-go reasoning activities. These are all open-ended activities that have a low entry and high ceiling - suitable for across KS2, but especially useful in Years 5 & 6. - A ready-to-go quick reasoning activity to use on a maths display or in the staffroom. There are hours worth of activities here that prioritise reasoning but will touch on all areas of the mathematics curriculum.

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Reasoning in KS2 Mathematics

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Professional Development

Discover ways to develop your practice and pedagogy, and that of your school or department

What we mean by professional development

When we talk about teacher and school professional development or CPD, we mean the ongoing activities that teachers undertake both to develop their classroom practice and to improve maths teaching in a department or school. Whether CPD is individual or collaborative, the ultimate wider objective, of course, is school-wide, lasting improvements to pupil learning.

We believe this process is more likely be successful if the professional development experience involves teachers working with peers in other schools as well as their own, led by someone with expertise in a particular field. All the CPD offered by the Maths Hubs takes the form of one of four types of school and professional development .

CPD Opportunities

Work groups.

Discover what is involved in a Work Group, and why it leads to lasting improvements

Maths Hubs Projects

Each year, more than thirty different projects are available through your local Maths Hub

Learn how local leaders of maths education lead the work of Maths Hubs

CPD Materials

Primary Mastery Materials

Secondary Mastery Materials

School leaders.

Are you a headteacher or school leader wanting to know more about the free professional development offered by the NCETM and your local Maths Hub? Discover what teaching for mastery means, and the professional development available so your school can begin its mastery journey.

Features and podcasts for leaders of maths

Taking on the role of maths lead in a primary school

Nine tips for new secondary heads of maths

From GCSE resit to primary school maths lead

Ideas for collaboration in secondary maths teaching

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• Being A Career Changer In The Classroom By Dominic Attrell
• Reflections On The First Week Of Training
• How Fuzzy Balls Cured My Maths Anxiety
• Maths Scholars Blog By Harvind Arjun Rai
• What Teacher Training Route Did You Choose And Why?
• My Experience As A Career Changer By David Parry
• 10 Weeks In – Varying Up Your Methods Of Explanation
• Why Would You Encourage More People To Apply For The Scheme?
• Subject Knowledge As A Trainee Maths Teacher
• How Are You Incorporating Technology In Your Maths Teaching?
• Bletchley Park Super Visit 2019 By Devaki Amin
• What Makes An Effective Mathematics Teacher?
• Things I Know Now That I Wish I’d Known Then
• Why I Applied By Toby Bignell
• Reflect On Your Experience Of Your First Term
• The Best Lesson You Have Taught So Far
• The Ability To Carry Out More Productive Lessons
• The Best Lesson I Have Taught So Far
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• My Feel-Good Story In The Classroom By Sanjay Ram
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• Fractal Christmas Trees - By Lauren Stockton
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• Use Of Context In The Maths Classroom By Tony Parkes
• Problem Solving CPD Session - By Michael Ellis
• How Do You Manage Behaviour In The Classroom?
• Teacher Training During Covid-19 By Lauren Hunt
• Resources Webinar - Using Desmos, Even At A Distance!
• Infinite Powers - Inspiring Our Students By Nick Owen
• The Most Important Thing You Learnt During Your Training
• What Was The Most Important Thing You Learnt?
• Advice To Someone Deciding Which Provider To Choose
• Why I Decided To Apply For A Scholarship By Liam Bath
• Meet 2020/21 Maths Scholar York Deavers!
• Why I Decided To Apply For A Scholarship By Sharmin Joarder
• Why I Decided To Apply For A Scholarship By Callum Shreeve
• Meet 2020/21 Maths Scholar Anees Ahmed!
• My First Day On My ITT Course By Katie Liddell
• Changing Careers By Helen Li
• Why I Decided To Apply For A Scholarship By George Savage
• The Start Of My Teaching Career By Luke Wilson
• What Teacher Training Route Did You Choose?
• NQT Blues And How To Survive Your NQT Year By David Anderson
• Can I Really Make A Difference? By Naomi Pendleton
• Why I Decided To Apply For A Teacher Training Scholarship
• Meet 2020/21 Maths Scholar Sharan Spall!
• Meet 2020/21 Maths Scholar Matt Simcock!
• Retraining As A Maths Teacher: My Slow Motion Leap Home
• Maths Scholarships Webinar 1: NRICH - By Richard Hayes
• Webinar 2 - Operational Research: Let’s Play With Lego
• My Experience As A Maths Scholar - By Abi Varathanathan
• Why I Applied For A Mathematics Teacher Training Scholarship
• Why I Decided To Apply For A Maths Scholarship
• Why I Decided To Apply By Rosie Ballard
• Why I Became A Maths Scholar By Jaimy Lunn
• Why Did I Apply For A Maths Scholarship? By Rebecca Heastier
• The First Week On My ITT Course By William Farrow
• Why I Decided To Apply For A Scholarship By Ruth Ejigayehu
• Why I Decided To Apply For A Scholarship By Rajdeep Josan
• The Sound of Maths - By Shane Steele
• My First Experience Teaching By Katie Liddell
• Which Teacher Training Route Did You Choose?
• My first week on the ITT course
• My first week on my ITT course
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• What teacher training route did you choose and why?
• My story of being a Career Changer
• What inspired you to want to become a maths teacher?
• The First Week on my ITT Course
• Survival Tips for Starting Your Teacher Training
• How I got into Maths Teaching
• Reflecting on how Maths Teaching has changed
• A Day in the Life of a Trainee Teacher
• My First Experiences of Teaching Maths
• Why I decided to change my career to Maths Teaching
• My experience of being a career changer
• Using Desmos for Statistics Webinar: A Review
• Training to teach in the year of Coronavirus
• NRICH Maths CPD Webinar: A Review
• My first day on the ITT course
• A day in the life of a trainee teacher
• The best lesson I have taught so far
• Reflect on your experience of your first term
• Managing your time and workload in your training year
• My first experiences of teaching Maths
• A New Way of Looking
• How I found the Mathematics Test at my Online Assessment
• Maths, Finance and a Simple Daily Mindset
• Never Giving Up
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• How I found the Online Assessment aspect of my application
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• Reflecting on my ITT year
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• What classroom experience did you gain before starting ITT?
• A target for the next half term
• NRICH CPD Webinar: A Review
• What Makes an Effective Mathematics Teacher?
• How I Prepared for my Teacher Training Course
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• How will the Scholarship support you through ITT?
• My experience of the mathematics test
• What inspired you to become a secondary maths teacher?
• My experience of the first month of my ITT course
• Behaviour Management: How have you tackled this?
• Artful Maths CPD Webinar: A Review
• What classroom experience did you attain before your ITT?
• My experience of being a Career Changer
• What challenges have you faced so far?
• My experience of undertaking ITT via School Direct
• My first experience of teaching Maths
• Introduction to Desmos Webinar: A Review
• Reflecting On My First Term
• How I found the Online Assessment
• My experience of the Online Assessment
• Am I Smart Enough to be a Scholar?
• Why I decided I wanted to become a Maths Scholar
• My experience of the University-led ITT route
• Resources I have used during my Maths Teacher Training
• How I found the application process to ITT
• Incorporating Technology into Maths Teaching
• A Moment Where I Made a Difference
• Mathemagic! CPD Webinar: A Review
• The most important thing learnt during teacher training
• Advice to those starting Initial Teacher Training
• Highlights of my initial teacher training course
• Reflecting on my initial teacher training year
• Changes to Secondary Mathematics
• End of training year
• Maths Scholars Welcome Webinar 2022
• Get the most from your Maths Teacher Training Scholarship
• Games, Goats and Gold - Maths Scholars Celebratory Event
• Making Maths Exciting - Maths Scholars Celebratory Event
• MTTSC Resources Webinar 1 - OR: Let’s Play With Lego
• Your Application And The Start Of Your ITT Year
• Exploring Shape and Space With Anne Fieldhouse
• Teaching for Mastery A Heuristic Approach to Problem Solving
• Exploring Shape and Space – Practically
• The Assessment Centre
• My Experience of The Assessment Centre
• PGCE: Why Did I Choose a University Based Course?
• Why did I decide to teach when I have a Maths degree?
• My First Week in School as a Trainee Teacher
• Going Back to School in More Ways Than One
• A Day In The Life Of A Trainee!
• Bletchley Park Visit With Ben Davies
• Bletchley Park with Adam Broome
• Bletchley Park Super Visit with Rik Singleton
• My First Week at School Based Placement
• Which Three Mathematicians Should Your Students Learn About?
• Homework Task - Lock Box
• What Makes an Effective Maths Teacher?
• The Assessment Centre with Shatakshi Singh
• Why I Want to be a Teacher
• My Day as a Trainee Teacher
• Assessment Centre
• The Importance of Names
• STEM - Interlocking Cubes
• My Story of Being a Career Changer
• Why I Decided to Change Careers to Teaching
• Advice for Those Considering Starting a Teaching Career
• Why I Decided I Wanted to be a Maths Scholar
• How have you found your school placements?
• What do You Think Makes an Effective Maths Teacher?
• What Do You Think Makes An Effective Maths Teacher?
• The Value of Literature in ITT
• How Has Maths Teaching Changed Since I Was A Pupil?
• How Are You Incorporating Technology Into Your Teaching?
• Creativity In The Classroom
• How Would You Change UK Maths Teaching?
• Royal Institution Super Visit - 27th April 2019
• Royal Institute Super Visit - Dr Sophie Carr Workshop
• My Decision To Apply For A Scholarship
• Don’t Accept Unacceptable Behaviour
• A Foray Into Reasoning And Proof
• Penguin Poo
• A Foray Into Reasoning And Proof - Part 1
• A Foray Into Reasoning And Proof - Part 2
• How Did You Find The Application Process?
• Maths Scholars Celebratory Event - 21st September 2019
• Iain Messenger - his story on changing careers
• Preparing to be an NQT - NRICH session
• What do you think makes an effective Maths teacher?
• How to Prepare for your Teacher Training Year
• Daniel Portelli - why he changed careers
• Suja Sivadass - Celebration Event
• How to survive a PGCE with a young family
• Scholars and Alumni event 20th January 2018, Birmingham
• Graeme Strang - why he decided to change careers
• Bletchley Park Super Visit By Luke Bennett
• Bletchley Park Super Visit with Keiran Poole
• Bletchley Park Super Visit with Stephanie Webb
• First experiences of teaching maths
• What I Have Learnt About Education
• Summer Maths - A Chance to Plan
• Why I Would Encourage Others to Apply
• Settling Into Teacher Training And Being A Maths Scholar
• Why I changed careers to become a maths teacher
• Reflection on First Term
• My first experiences of teaching maths
• The Geometry of the Dambusters
• Why I Applied for a Scholarship
• The Most Important Thing Learnt During My Training
• How do you manage behaviour in the classroom?
• World Number Day
• Scholarship CPD Day – National STEM Learning Centre
• CPD Conference at the National STEM Learning Centre
• How Can Twitter Help My Teaching?
• Knowing what to ‘see,’ when we can’t at first
• The Maths Behind The Hundred-Year Flood
• School Maths Trips – Calculating the benefit
• Maths Competitions - What are the Benefits?
• Kenya Blog - 2
• How Twitter Can Enhance Your Teaching Practice
• A Brief Conversation Made All The Difference
• Choosing Your Provider - Things to Think About
• My Time To Shine...
• Common Errors & Misconceptions in Mathematics
• On Barleycorns and Nuclear Fallout
• Excited to start my ITT
• PGCE Experience
• Mathematics & Further Mathematics AS & A levels have changed
• Start of ITT Feelings
• Puzzles, quizzes, and confidence to find an answer
• Words of encouragement
• Month One: Orientation
• Why you should see other teachers in action, not just maths
• The wonders of the 3 by 3 square (Part 1)
• The wonders of the 3 by 3 square (Part 2)
• My words of encouragement to a prospective maths teacher
• What makes an effective maths teacher?
• Words of Encouragement
• How Have You Linked Maths to the Real World?
• Bletchley Park Visit By David Gee
• A Day as a Trainee Teacher
• They all have one thing in common...
• Should all students continue studying mathematics to 18?
• Describe your Day as a Trainee Teacher
• Describe your day as a trainee teacher
• Resources for Problem Solving at GCSE
• From Corporate to Classroom
• How Has Maths Teaching Changed Since You Were At School?
• Enigma Machines
• Why should more people apply for the Scholarship scheme?
• Describe your day as a trainee teacher by Kimberley Irving
• My experience on behaviour in the classroom
• Reflect on your experiences of your first term
• Bletchley Park Super-Visit 2017 By Andrew Bussell
• Three weeks into my Initial Teacher Training
• The first day of school – By Della Avery
• Tom Briggs’s Cryptography Workshop - By Evan Jones
• The first three weeks on my SCITT course
• Starting My ITT
• One Week In
• Start To My ITT
• Fancy teaching maths? Start here
• Maths teaching and Tech. What’s the future
• Career changing, SAD syndrome and sunny days past
• 9 things teachers hate about going back to school
• The Maths Scholars Scheme the final countdown
• Maths scholarships how could you get one?
• Maths teaching, statistics and ethnography
• Why would anyone want to teach?
• Maths Scholars, NQTs and support. What’s next?
• Tech and Maths Education
• What does being a teacher really mean?
• Maths Scholars never rest even over the summer
• Mathematics in the UK gets some interesting press
• Goodbye Maryam Mirzakhani - Fields Medalist 2014
• Secondary Maths teaching is it the career for you?
• Try to imagine a world without mathematics
• Will I ever use maths in real life?
• Sophie Carr Maths Scholars Scheme Reports
• Old certainties are being challenged
• Maths Scholars Share Their Classroom & Teaching Tips
• Maths needs to change
• Inspiring videos for maths teachers and students
• Maths Scholars Scheme 2017 is now closed
• Maths might be the key to landing your dream job
• Maths News and views UK
• 15 Worthwhile Reasons To Become A Maths Teacher
• Why I love being a maths teacher
• Maths Scholar Michael Walden tells the truth
• Maths Scholars and teachers say maths teaching is great
• Maths Scholar Jacob Blair, explores ratio and silence
• Maths Scholar Lara Timmins asks how do students learn?
• Maths teaching what’s the secret?
• Lee Griffiths is a Maths Scholar
• My initial teacher training with School Direct
• Maths Scholar Anita Lala reflects
• Measuring success in chains and Maths Scholars
• An example of a Teaching for Mastery lesson for KS3
• Is 2017 your maths graduation year?
• Maths scholars reveal what the Maths Scholarship scheme is..
• How students learn best – by Max Fawcett
• Maths Scholars and PGCE What I wish I knew.
• Maths Scholars Stats Event report
• Dialogue and mathematical understanding what is it?
• Maths Scholars Scholarship Interview - the low down
• How have you linked Maths to the real world?
• How has maths teaching changed since I was at school?
• How has maths teaching changed since you were at school?
• Maths Scholar Keith Doyle explores The Argand Diagram
• STEM, Maths scholars and events
• How have you linked maths to the real world?
• Maths Scholars get some hands on experience
• How have I been creative in the classroom? - Tara Saleh
• Maths is not my passion Sophie Carr says
• Maths Scholar Dorottya Németh explores assessment
• Mathematics, modelling and application of number
• Maths Scholar Damien Gow talks decision maths
• Dominoes, Envelopes and Train Tickets
• Say “mathematics” and gauge the reaction
• Hans Rosling has died. The Maths Scholars salute a master
• Mandy Arthur considers student centred learning
• Maths Scholar scholarships is it just money?
• Maths Scholars and collaborative learning
• Maths Scholar Muhammad Saeed knows the power of Scholars
• Is Maths teacher training a career for you?
• Maths Scholars gain confidence on the scheme
• Maths teaching is filled with rewards as a Maths Scholar
• Maths Scholar Olivia Swinscoe loves battling for solutions
•  Maths Scholars share experiences, develop and grow
• Is Maths teaching in a secondary school the career for you?
• Maths Scholars and Events
• Maths Scholars go eventing
• Maths Scholars and scholarships are more than a bursary
• How would you change maths teaching?
• The Winton Gallery provokes mathematical inspiration
• Teaching Maths, being a Maths Scholar is challenging
• Stretching Maths, and the Maths Scholars Event
• Maths Scholars, main concerns, lessons plans and innovation
• Engineering – bet you don’t really know what it is!
• Maths Scholars interview coming up? Here’s more advice
• Maths Scholars, expectations and behaviour management
• My day as a trainee teacher – Umar Hussain
• Describe your day as a trainee Maths teacher
• Teach Maths and consider applying to be a Maths Scholar
• Maths Scholars scholarship Interviews the low down
• The Scholar Hot seat: “Maths is Everywhere!”
• The Scholar Hot Seat: Barbara | MathsTeacher Scholarships
• Maths Scholars can be found in every profession
• Maths Scholars are people just like you
• Maths Scholars, to be or not to be?
• Maths degrees and maths teaching. Never say never
• Mathematics needs mathletes to start teaching
• Maths teacher training and standards news
• Maths teacher training works both ways says Adam Creen
• Maths Scholars, A Level text books and Maths Associations
• Smart Cities and maths teaching does it all add up?
• Mathematical discovery is thrilling! Cédric Villani
• Primary Mathematics at the University of Reading
• 4 Engaging Science and Math Lessons for Kids
• Maths, maths understanding and racism
• The Maths Scholars scheme interviews artist Ann-Marie Ison
• Mathematics, the death of Zaha Hadid
• Maths and Training in 2016 an interview with Steve Watson
• Maths, Wales and passion- Count Us In!

Problem Solving CPD Session - By Michael Ellis

3) The answer to how we teach problem solving skills is by creating a classroom culture where students in our classes are prepared to explore ideas, to think carefully about their mathematical reasoning and share those thoughts with others. It is ultimately through learning problem solving skills such as these that our students can apply in later life to solve potentially far greater and generation solving problems.  As a mathematician there were a couple of problems that I was excited about and am seeking the soonest opportunity to squeeze into a lesson. Particularly the following problem. 

The problem gets students to engage with what they know about circles, squares, triangles. They can use a variety of methods potentially requiring fractions, ratios, and surds. The problem has an answer that is interesting and non-obvious which helps by sparking discussion. There are easy ways to scaffold it too giving different students different radii. Loads more resources like it can be found here which is the national STEM learning centres inquiry maths website. It is well worth a look!   

By Michael Ellis

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Reasoning and problem solving

Reasoning and problem solving are fundamental to knowing and doing mathematics and yet it is often this area that learners find difficult and the area that is often considered difficult to teach.

• Description
• provide many practical ideas, activities and resources for developing a reasoning and problem solving approach to mathematics across the primary school
• discuss the importance of the 5 proficiencies and how these need to be central to the development of the mathematics curriculum
• explore approaches that ensure learners can solve problems confidently, tackle non- standard problems, apply their mathematical skills and explain their thinking
• identify the specific skills that learners need and discuss why these skills are so important to understanding mathematics.

Course Presenters: Gaynor Murphy, Lynwen Barnsley

Gaynor murphy, lynwen barnsley, course location: north wales - llandudno.

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Computer Science > Computation and Language

Title: comm: collaborative multi-agent, multi-reasoning-path prompting for complex problem solving.

Abstract: Large Language Models (LLMs) have shown great ability in solving traditional natural language tasks and elementary reasoning tasks with appropriate prompting techniques. However, their ability is still limited in solving complicated science problems. In this work, we aim to push the upper bound of the reasoning capability of LLMs by proposing a collaborative multi-agent, multi-reasoning-path (CoMM) prompting framework. Specifically, we prompt LLMs to play different roles in a problem-solving team, and encourage different role-play agents to collaboratively solve the target task. In particular, we discover that applying different reasoning paths for different roles is an effective strategy to implement few-shot prompting approaches in the multi-agent scenarios. Empirical results demonstrate the effectiveness of the proposed methods on two college-level science problems over competitive baselines. Our further analysis shows the necessity of prompting LLMs to play different roles or experts independently. We release the code at: this https URL

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