Parents’ perspective of learning Math is complex but interesting when you analyse it. Parents are always referring to their own experiences of learning Math. I found 3 main points that any parent could relate to learning Maths. I invite those parents to comment on this opinion. 1. Real World skill: Everyone wants to know if Math is practical in their daily lives. Parents want their children to be able to manage money, budget and at least tell the time. Is Math abstract to them? 2. Math Anxiety: Parents pass on their anxiety and knowledge of Math to their children when parents are unable to keep up with the changes in Maths syllabus and new methods of learning. The school teach Math differently now and more worded than how Math used to be only numbers and formulas. The anxiety is contagious and most harmful statement at home, “I wasn’t good at Math” or I was never a Math person either”. These impressions give the children the wrong narrative. 3. Problem Solving: Parents are used to using formulas to solve the number based Math questions. Whereas now the system expects children to solve real life problems using Math skills. No longer memorising times table or trigonometry are the main questions. Now Math uses the knowledge and skills to solve real life problems. Parents must understand the changes to learning Math differently now and engage with the educators to emphasise on Math Oracy. Learning the terms and vocabulary of the question to understand how it works. Perhaps, the child needs to have independent learning outside school time. Perhaps the anxiety can be overcome by learning differently from how parents were taught those many years ago.

Supporting Special Educational Needs (SEN) pupils in mathematics using adaptive learning is all about moving away from a "one-size-fits-all" model. It means adjusting the pace, pedagogical style, and complexity of content to match each learner's unique cognitive profile. Here is how we effectively implement adaptive learning strategies to support SEN pupils in math: 1. Implement Concrete-Pictorial-Abstract (CPA) Adaptations SEN pupils—particularly those with dyscalculia or working memory difficulties—often struggle with the immediate introduction of abstract math syntax (like $3x + 5 = 14$). - Concrete: Start with physical manipulative to construct numbers and equations. - Pictorial: Transition to visual representations, bar models, or number lines. - Abstract: Only introduce the formal numerals and mathematical symbols ($+$, $-$, $\times$, $\div$) once the physical and visual concepts are rock-solid. 2. Leverage Intelligent, Adaptive EdTech Tools If you use digital math platforms, ensure they utilize dynamic scaffolding. True adaptive software will: - Adjust Problem Complexity: Automatically lower the difficulty or provide automated visual hints if a student hits a bottleneck, preventing cognitive overload and anxiety. - Spaced Repetition: Reintroduce foundational concepts at optimal intervals to help transfer math facts from short-term working memory to long-term memory. - Gamified Rewards: Keep engagement high with low-stakes, high-reward progression systems that celebrate effort rather than just speed or perfection. 3. Reduce Cognitive Load and Scaffold Tasks Many SEN learners experience executive functioning challenges, making multi-step math problems overwhelming. - Task Chunking: Break complex geometric proofs or multi-step algebraic equations down into isolated, single-step micro-tasks. - Worked Examples: Provide side-by-side "faded examples" where the first problem is fully solved, the second is half-solved, and the third is tackled independently by the student. - Visual Word Mats & Formula Sheets: Do not test a student's memory when you are trying to test their mathematical reasoning. Provide formula sheets or vocabulary banks to reduce the tax on their working memory.

Who do I invite first? I am new to skool. Im a High School Maths teacher. Please introduce yourself and tell me if you like English football league.