Secondary
Of course, it is not the materials, but the teacher, who creates a thinking classroom. But of course, the teacher can do with some help, and that is where the published schemes can save you an enormous amount of effort in trying to think up for yourself, each week, a new cognitively challenging idea and planning the social construction around it.
Find out how these resources can be used alongside the KS3 framework. Also, you might like to download some similar Maths resources by some of the CAME authors.
Primary CAME or P-CAME
This resource is aimed specifically at 10 and 11 year olds, although it has been used by KS3 maths teachers as part of an intervention programme with lower abilityb students. It was the second maths publication developed by Mundher Adhami and Michael Shayer and is similar in structure and design to the original Thinking Maths file.
The 24 lessons that make up the P-CAME programme are designed to be used at a rate of 4 lessons per term during the final two years of primary education (Years 5 and 6 in England and Wales). The lessons themselves seek to complement and build upon existing good practice in primary mathematics. The P-CAME course is not in itself a scheme of work but an opportunity to allow pupils to struggle with some of the big ideas in mathematics. The idea is that this time, where ideas and thoughts are valued, can complement 'normal' lessons where time is fruitfully spent mastering specific skills.
The P-CAME lessons target the thinking strands are:
- Number properties,
- Shape and space,
- Data-handling and representations,
- Ratio and proportion,
- Algebra.
Thinking Maths
These 30 lessons aimed at students aged 11 to 14 are proven to raise attainment at GCSE, when used as a programme. Each lesson is designed to give the opportunity for formal operational thinking (as defined by Piaget) within one of the following eight identifiable content strands, while also linking to other strands:
- Number systems and properties;
- Multiplicative relations (ratio and proportion)
- Functions
- Algebra models
- Geometric functions
- Shapes and orientation
- Probability
- Data representation and analysis (including correlation)
The lessons are presented in two or more episodes; each episode is structured in three 'acts': one teacher-led opening 'act', one 'act ' where students work in pairs or groups, and one 'act' for whole class reflection on learning.
Let's Think Handbook
This is a comprehensive guide for headteachers, local authority advisors and professional development providers looking to implement thinking programmes in primary schools. It is designed to offer an introduction to "cognitive acceleration"; - a method proven to be effective in developing children's general thinking skills - for those new to thinking skills in the primary sector, as well as providing support and development to existing users of the series of cognitive acceleration teaching resources.
Edited by Philip Adey, an internationally recognised authority in cognitive acceleration, the Let's Think! Handbook includes contributions from a wide range of cognitive acceleration specialists, supported by case studies reflecting UK and international practice. It also includes advice and exemplar activities on implementing thinking materials across a wide range of areas, including science, mathematics, and literacy.
