Mathematical thinking: 'How did you do that?'

How can assessment practices support the curriculum where evidence of learning is collected as a natural part of the learning process and not as a 'bolt on'? Assessing is an integral part of designing and offering high quality learning experiences for all children where it is important not only to ask questions but 'dig deeper'.

The focus here is on the process where previously this had been on the product. Reflecting on the experiences of our students during early number assessment conversations, we will explore how these approaches might be used to provide evidence of learning in relation to Curriculum for Excellence numeracy and mathematics. During the conversations we ask student teachers to listen to what the pupils say, watch what they do and give opportunities to explain their understanding.

This is necessary to identify strategies and develop an understanding of their mathematical thinking. What do the pupils say, write, make and do in our classrooms that provide evidence for their level of understanding? This session is an opportunity to discuss how we might provide rich tasks that allow pupils to articulate and develop their understanding with each other and also allow us to see, hear and recognise it.

Catriona MacDonald, BEd, Programme Director, University of Aberdeen

Additional speaker: Helen Martin