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Remote learning has prompted many teachers to have a strong desire to change their maths
lessons so that they promote deeper creativity and curiosity. 79% of respondents wish to
encourage creativity, and 95% of respondents agreed that promoting curiosity and enjoyment in
maths should be a priority. Remote learning has helped unleash creativity by developing
greater societal acceptance that learning can, and should, happen everywhere. Maths is the
foundation of everything we see, touch, and do. It is a foundational, universal language used to
explain change to children. As such, maths does not have to be, and should not be restricted to
the four walls of a classroom.
Planning a lesson - Language and Modelling
Be concise with words. Try using bullet points or lists when introducing lessons. Don't use
words at all when visual models or pictures are feasible. Ensure steps, processes, and ideas
are as clear and succinct as possible.
daily practice even when face-to-face teaching returns, highlighting that there are benefits to
reviewing what is available now, and becoming comfortable with specific or new options.
While crafting a new lesson, teachers should also be aware of the usage of mathematical language.
75% of international school respondents were concerned that there has been a negative
impact on mathematical language development because of remote learning. Some students
struggle to visualise and communicate ideas in written or oral forms, and there are some students
who don't understand the task instructions. This lack of understanding is more profound with EAL
students or those who are neruodiverse, such as with Attention-Deficit / Hyperactivity Disorder
(ADHD). Therefore, there is a need to not only plan the lesson, but the specific language within that
lesson, so we say what is mathematically meaningful. During this planning process teachers should
consider the numbers used in practice tasks to ensure that the concepts are seen most clearly
and to avoid tedious practice27.