Maths Hub

Maths Hub

SDI trial

Funding opportunity from Y&H Maths Hub (Click here for flyer)

The Education Endowment Fund Same Day Intervention maths efficacy trial is not a recruitment to workgroups for the YHMH - it is something completely different and we need 120 schools!

What is Same Day Intervention?

SDI is an approach to teaching in which teachers restructure their maths lessons. After modelling using an ‘I do, you do’ approach, pupils answer some questions independently. This lasts approximately 30 minutes. Pupils then have 15 minutes away from their teacher (attending assembly or a teaching-assistant-led activity) while the teacher marks their answers using a rapid marking code. The remaining 30 minutes of the lesson is an intervention session, where the teacher groups children together based on how they answered the questions so that they can efficiently address common misconceptions. The aim is to use the additional support to ensure that all children reach a certain level of understanding by the end of the day, preventing an achievement gap from forming.

What difference has Same Day Intervention made?

Yorkshire and the Humber Maths Hub was inspired to initiate the Same Day Intervention (SDI) Work Group in 2015 following the teacher exchange visits to Shanghai. Over the last two years, 45 schools have been formally involved with the Work Group and have implemented the programme in their own schools. Pupils from participating schools took part in a pre and post survey to measure the attitudes and attainment. The findings from the survey indicate that pupils involved in Same Day Intervention made progress, and that pupils’ attitudes were shifting in regards to their:

    • Perceptions of mathematics;
    • Views of the subject itself; and
  • Views about themselves as confident, resilient mathematicians.

At the end of its implementation, it was found that the majority of pupils stated that they enjoyed maths and thought they had improved as a result of Same Day Intervention.

To find out more background information about Same Day Intervention, including access to our full report (detailing findings and research) and videos showcasing our work so far, please visit the Yorkshire & the Humber Maths Hub webpage at

Measuring the impact of Same Day Intervention

Following the success of this Work Group, Outwood Institute of Education is now carrying out an efficacy trial sponsored by the Education Endowment Foundation. This will be trialled in Year 5 classes and will run for one school year starting in September 2018.

We are recruiting 120 schools to take part in the trial – 60 of those will be control schools and 60 will be treatment schools that will implement the SDI approach in

Year 5 classes. [IR1]Control schools will not be using the SDI lessons, but pupils’ data and assessments will be used to assess the impact of the trial.

How do I get involved?

Primary schools with at least one Year 5 class (with no other year groups in the class) can take part in this programme. Schools should not have engaged in the SDI Work Group activity to date and would be required to commit to a Memorandum of Understanding. Schools will receive high-quality training to teach all of their Year 5 teachers to deliver SDI. Treatment schools in the trial will receive access to training and visits to open classrooms to see the intervention in practice.  They will be supported by resources and will have access to follow on support from the SDI team.

Control schools will be offered £1,000 on completion of their data and will be offered to opportunity to access the training at a later date.

If you would like further information about the trial, the original research or to have a chat about how it might work in your school, please email the team on This email address is being protected from spambots. You need JavaScript enabled to view it. .

There's not enough words

There are too few words to describe the complexities of our number system.

I am sure there is nothing new about what I am trying to explain here, much of it is to get my own head around some fundamental issues.However the concepts are often poorly understood through a lack of clear and unambiguous language.

The framework I am trying to describe is this..


Additive operation

The operation suggests a before and after, the number sentence (or equation) suggests you start with 5 and there is an operation of 3 added to this to make a new value of 8. This is AUGMENTATION.


The reverse operation is taking away the 3 from the new starting number 8 so the new value is 5. The diagram could be drawn left to right but here I am emphasising the REVERSE operation which is the INVERSE of adding on, that being taking away.


Interesting to note that you can do the same operation (adding on) but with an INVERSE number (in this case negative 3) which also results in getting back to where you started with.This isn’t a point I would necessarily raise with learners early on but is important for comparing the nature of additive and multiplicative systems.

Of course it is also perfectly possible to start with 3 and add on 5 which is another “story” in whatever context the equation is representing but illustrates the COMMUTATIVE nature of addition.


Additive: same amount expressed different ways


Rightly or wrongly I am using a horizontal bar to describe this but this is just for my own benefit and there is nothing mandatory about this.

Consider the amount 8. This can be PARTITIONED into 5 + 3 among many other ways of course. And recombined by AGGREGATING to find the original sum.

There is no before and after, just a value of 8 (or items if we are considering a context) which can be “split” into two or more separate values and then recombined to make the original value.


Additive Comparison

Again there is no before and after, but two values occurring at the same time. The comparison is not specifically linked to adding on or taking away but depends which value is your initial focus.

If we consider 5 first, then 8 in comparison is three more than 5.

If we focus on 8 first then 5 in comparison is 3 less than 8.


NOTE that we can add 3 on to 5 to result in 8 or take away 3 from 8 to result in 5.

We can also find the difference by taking away 5 from 8 to get 3 but we do not (normally) take 8 from 5 to get a difference of -3, the difference is always positive.

So the difference between 8 & 5 is the same as the difference between 5 & 8, this has implications for interpreting the number sentence.


Multiplicative operation


Here we have a before and after situation where 5 has been multiplied 3 times. In effect we have an ENLARGEMENT of SCALE FACTOR 3 to produce a new number or PRODUCT which in this case is 15


We can do the REVERSE operation with the same number (this being division – whatever that means) but it looks like we are dividing the starting number 15 into 3 equal sections and choosing just one of them. Another way to think of this could be to say 15 (the new starting number) represents 3 parts and I want to know what one part is.

Of course we can (like additive) do the same operation with an INVERSE number (in this case multiply by 1/3) but language helps if we say what is a “third of”.



Multiplicative: same amount expressed different ways

Most easily shown by an array. There is no starting number or new end result, just in this case 15 items but the can be arranged in such a way that shows 5 groups of 3 or three groups of 5 are equivalent to 15. Similar to partitioning and aggregation this form of expressing a value as a product of its factors is called FACTORISING.


Note there is a language issue which can confuse.

Three lots of five in context is not the same as five lots of three, but the product is the same. Five lots of three is the same as 3 multiplied 5 times the latter of these suggests an operation whereas the former leans more to factorising?


Multiplicative comparison

For this example I am going to choose the numbers 10 & 15. Like the additive comparison it depends on which is your initial focus.

In terms of 10, the number 15 is 1 ½ times this.


We can see this by comparing equal parts and in this case can conveniently simplify the comparison of 3 lots of 5 with 2 lots of 5 to 3/2 or 1 ½ .

Note that this also finds us the scale factor to turn 10 into 15 using the multiplicative operation.

But if we focus on 15 first, (I have swapped the bars around) then in terms of 15 the value of 10 is only 2/3 this.


Like the additive comparison there are two ways of looking at it (more than, less than), the multiplicative comparison can also be done both ways, although the comparative RATIO should be written in a specific way depending on the context or focus number, unlike the difference which is always given as a positive number.


Dividing into a ratio

Now we are combining both additive and multiplicative structures such that the two parts of an additive model are in a ratio.

This opens up a whole new set of issues including fractions of amounts.


The whole is divided into equal portions where the word part could be used to describe each of these smaller, equal parts or indeed each of the combined section of portions that constitute the part, part whole of the additive model.

If we take a particular example




This example can be described many ways, e.g. three-fifths of the whole 30 is 18

18 as a comparative multiplicative portion of 30 is 3/5 and 3 is to 5 is in the same proportion as 18 is to 30.

Whereas the ratio of the additive parts 2:3 gives us the constituent parts of the whole in an additive sense, being 18 and 12 which are also in the same proportion as the ratio 2:3


So to go back to my original issue for writing this piece….

There aren’t enough words to describe the complexity of our number system, or perhaps there are but they are not all used commonly. Those that are used do not always clearly express the distinctions that need to be made to gain a full and deep understanding.


Generic terms, particularly the four favourites of Addition, Subtraction , Multiplication & Division and perhaps added to these the words Part & Proportion on their own are not sufficient to distinguish the subtleties that at least need to be understood by teachers if not learners and whilst we continue to use them in a general way ambiguous meanings and therefore misunderstandings will prevail.


The use of diagrammatical models certainly allow us to clarify what we mean and can act as a frame of reference to all when clarifying our meaning but perhaps there is also a need for a clarifying language of terms so we can explain our deeper understanding.

Although I doubt we will ever see KS2 questions quite like this…


“Describe the how the multiplicand and the product in a multiplicative relationship can be used in a comparative way to find the multiplier and the significance of this quotient in describing the proportion between the aforesaid multiplicand and product.”


Although if you have read and understood this blog, you may well be able to give it a go.

Psychosides 2017


Developing Mathematical Fluency

  • Published in Primary

The "Developing Mathematical Fluency" work group is to be led by Amanda Marsh.

There is a launch event for this work group on 27th November at St Wilfrid's Primary, Sheffield 4 - 6pm.

To register an interest in engaging with this work group please email Amanda at This email address is being protected from spambots. You need JavaScript enabled to view it. 


Details of the work group and the schedule of activity can be found below and will be updated as appropriate.





New A level network meetings

  • Published in Post 16

To support teachers and encourage collaboration and discussion around issues arising from the new A level and Further Maths there will be a series of New A level Maths network meetings that will focus on a specific aspect each term. Led by FMSP's assistant area coordinator Kieren O'Sullivan This email address is being protected from spambots. You need JavaScript enabled to view it. and associate and Rolf Hayes This email address is being protected from spambots. You need JavaScript enabled to view it. , there will be a termly meeting close to you.

See below for schedule and please contact the appropriate network facilitator to confirm timings, venue and to register your intention to attend.

 new dates ks5 uuse

Lesson Study Conference

This successful conference was held on Friday 15th September

Documents available to be downloaded are;

"Teaching is not an intervention" presentation

"Lost in translation" presentation.

Feedback presentation (St Mary's)

Feedback presentation (St Thomas of Canterbury)



A conference for school leaders and leaders of learning

Using evidenced-informed practice to improve the effectiveness of teaching

Sheffield Institute of Education Sheffield Hallam University

Friday 15 September 2017

“Research leads teachers back to the things that lie at the heart of their professionalism: pupils, teaching and learning.”      Jean Rudduck



0900 – 0930    Registration and Coffee

0930 – 0945    Opening Remarks


0945 – 1030    Session 1 - Lost in Translation

Lesson Study is sometimes compared to the wok done in professional learning communities, often called Teacher Research Groups (TRGs). Lesson Study differs to TRG’s in a number of important areas. Professor Geoff Wake from the University of Nottingham will describe how variants of ‘Authentic Lesson Study’ have developed and of their relative impact.


1030 – 1200    Session 2 - Outcomes of the Sheffield Lesson Study Project 2016

Over the last year 7 primary, 1 special and 3 secondary schools have taken part in a professional development process known as Lesson Study in order to improve the outcomes for pupils in mathematics. Headteachers from some of the schools will explain how the project has impacted on the quality of learning in mathematics and how they intend to use Lesson Study to improve learning in other subjects.


1200 – 1300    Lunch

1300 – 1400    Session 3 – Teaching is not an intervention

In the Sheffield Lesson Study Project the development of the research lessons focused on the teaching of problem solving by planning carefully for anticipated responses using specific problems given to the whole class.   Bob Sawyer will exemplify the importance of task design and planning for anticipated pupil responses using case study material from the project and lessons taught in Japan.


1400 – 1415    Coffee


1415 – 1500    Session 4 – Dame Alison Peacock

Dame Alison took up the role of CEO of the Chartered College of Teaching in January 2017. She will explain the importance of collaborative professional learning that seeks to connect colleagues and to support pedagogy through evidence-informed practice across regions.   Alison will talk about her experience as teacher, headteacher and system leader in the context of developing a new culture of professional learning led by the emerging Chartered College of Teaching.



  • Standard day conference ticket £40

  • Chartered College Members £20

  • Teacher Trainees & project school members (FREE)


To book, please complete online booking form found at this link



New GCSE re-sits

  • Published in Post 16

The New GCSE re-sit work group is to be led by Jenny Hughes of Longley Park College  This email address is being protected from spambots. You need JavaScript enabled to view it. and updates of thearrangements and schedule for 2017/8 will be made available on this page.


If you are interested in engaging with this FREE collaborative work group, please drop Jenny an email to register your interest.

who is this for




Core Maths Teacher Network

  • Published in Post 16

The Core Maths teacher network is a local initiative aimed at supporting teachers of Core Maths and encouraging collaboration and dialogue.

These half-termly meetings will be held after school initially at King Ecgberts, Sheffield but potentially at venues across the region. The meetings will be facilitated by Andy Barker with the support of our Core Maths expert and Level 3 lead Terry Dawson.

Details of the sessions, venues & arrangements will be posted and updated here


To register your intention to attend a meeting or check on arrangements please email Andy at This email address is being protected from spambots. You need JavaScript enabled to view it.

The South Yorkshire Maths Hub will also offer support to schools wishing to find more about Core Maths with a view to offering this new programme of learning to their KS5 students.

For further information or to enquire about how to find out about Core Maths training events, please email This email address is being protected from spambots. You need JavaScript enabled to view it. 

Using Technology at GCSE & A level


The Using Technology at GCSE & A level work group is to be led by Pete Sides and supported by MEI's Tom Button.

There will be two cohorts of this work group, one in Doncaster based at Adwick IOE and one at Sheffield based at Hallam Teaching School.

To register an interest in engaging in either of the two cohorts of this work group, please email Pete at This email address is being protected from spambots. You need JavaScript enabled to view it.

Details of the work group and the schedule of activity can be found below and will be updated as appropriate.




Challenging Topics at GCSE

The "Challenging Topics in the New GCSE"work group is to be facilitated across the region in three different venues led by Lisa Wilson, Kate Saxton & Rosie Kavanagh. There will be a series of group meetings at each of the venues in Barnsley, Rotherham & Sheffield.

To register an interest in engaging in either of these work group cohorts please email;

Barnsley (venue Horizon Community College) : Lisa Wilson This email address is being protected from spambots. You need JavaScript enabled to view it. 

Rotherham (venue Oakwood High School) : Rosie Kavanagh This email address is being protected from spambots. You need JavaScript enabled to view it. 

Sheffield (venue Notre Dame High School) : Kate Saxton This email address is being protected from spambots. You need JavaScript enabled to view it.

Details of the work group and the schedule of activity can be found below and will be updated as appropriate.

NEW date website






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Developing Mathematical Fluency

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The "Developing Mathematical Fluency" work group is to be led by Amanda Marsh. There is a launch event for this work group on 27th November at St Wilfrid's Primary, Sheffield 4 - 6pm. To...

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Evidencing pupil progress

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The "What makes an excellent lesson design?" work group is to be led by Georgina Brown  To register an interest in engaging with this work group please email Georgina at Details of...

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The Maths Subject Knowledge Enhancement for Teacher Assistantswork group is to be led by Judith Copley & Magdalene Lake. There will be two cohorts of this work group one based in...

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The primary mastery specialist programme began in 2015/6 but following an announcement in July 2016 by schools minister Nick Gibb the scope of this programme has increased dramatically. Each hub began...

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Learning in Early Years

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The "Developing deep mathematical learning in early years" work group is to be led by Jenni Logan, Foundation Stage Leader and Assistant Head Teacher at Meadow View Primary, Rotherham To register...

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Roadmap to Mastery

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The "Roadmap to Mastery" initiative is the South Yorkshire Maths Hub’s strategy for enabling schools the opportunity for all their staff to embark on a sustained programme of professional development to help support them in...

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