I often find a problem area in Mathematics is learners’ remembering, understanding and replicating of all the appropriate steps in a multistep question. Recently, I have been introducing differentiated learning worksheets into my lessons, with traffic light colour coding. In this action research project, I have attempted to answer the question “Can differentiated resources result in an increase of knowledge retention and improvement of skills in GCSE Mathematics re-sit students?”.
This research therefore is intended to develop strategies to engage students on this study programme to increase their confidence to learn maths by effectively embedding maths activities into the teaching of the vocational subject. It is also intended to measure the impact of this work on their overall attitude to learning maths as a broader subject and whether it is possible to move the students away from having a fixed mind-set in relation to this subject area.
A large proportion of people appear to believe that they have some kind of ‘innate’ problem regarding understanding maths. I also encounter some people that are actually made uncomfortable by the notion of mathematics to the point where some learners are reduced to tears when faced with certain questions. These are obvious problems as they both go against the very important aspect of learning, which is motivation.