Inquiry Reflection: Progress So Far

 

Inquiry Reflection: Progress So Far

My inquiry this year focuses on the question:
How can I efficiently and effectively help my students learn the multiplication basic facts?

Progress to Date

So far, progress has been slow but steady. The children are making incremental gains in memorising their times tables, as shown in our monthly timetable test data. While we are not yet at full mastery, there is encouraging evidence of improvement.

Anecdotally, the use of 'maths talks' in developing their number sense. has been particularly effective. Students are becoming more willing to share their thinking, explore multiple strategies, and build number sense. This shift is helping to reduce reliance on rote recall and instead foster flexible approaches to problem-solving. However, maths anxiety remains a barrier for some learners, often affecting their willingness to take risks or attempt recall under pressure.

Games have proven to be both a strength and a challenge. While students enjoy them and are highly engaged, the link to long-term learning is less clear. It may be that games are most powerful when used as a consolidation or review tool, rather than the primary vehicle for new learning.

Evidence of Impact

• Monthly test data shows gradual improvement in recall accuracy and speed.

• Student participation in maths talks has increased, with more students explaining their strategies openly.

• Engagement levels are higher during interactive activities, though transfer into independent application is not yet consistent.

Challenges

• Maths anxiety continues to impact confidence and recall for some students.

• Daily fluency routines are not always sustained; when the timetable gets busy, this practice often drops away.

• Games alone do not guarantee learning — they need to be paired with reflection or targeted practice.

Next Steps

1. Prioritise Daily Practice

   • Build in a non-negotiable 5–10 minutes each day for fluency routines. Treat this like fitness training — short, consistent, and cumulative.

   • Use a mix of quick recall drills, partner quizzes, and oral rehearsal alongside maths talks.

2. Address Maths Anxiety Directly

   • Incorporate low-stakes recall activities where accuracy is celebrated more than speed.

   • Provide individual goal-setting so students track their own growth rather than comparing themselves to peers.

   • Continue fostering a culture where mistakes are viewed as part of learning.

3. Refine Use of Games

   • Position games as consolidation tools after explicit teaching and practice.

   • Add a reflection step where students explain what facts or strategies they used during the game.

4. Strengthen Transfer Opportunities

   • Embed multiplication recall into problem-solving contexts (fractions, area, ratios) so students see and use the connections.

   • Continue real-world applications such as budgeting and cooking tasks.

5. Monitoring and Evidence

   • Maintain monthly testing for recall speed and accuracy.

   • Collect student voice about confidence and enjoyment in multiplication learning.

   • Use anecdotal notes to track whether students are applying facts in wider mathematical tasks.

Looking Forward

This inquiry remains very much a work in progress. The gains so far show that consistent exposure and multiple approaches are making a difference, but sustaining daily practice and addressing maths anxiety will be key moving forward. My goal is to ensure that multiplication fluency becomes both automatic and meaningful, giving students the confidence to engage with higher-level maths.

Inquiry update - Developing Number Sense through Talk

This year, my inquiry focus question is:
How can I efficiently and effectively help my students learn the multiplication basic facts?

One strategy I’ve been using to develop my students’ number sense is Number Talk. Number Talk is a short, daily routine where students solve math problems mentally and then share and discuss the strategies they use. It focuses on building number sense, flexibility with numbers, and clear mathematical thinking. Below are 2 examples of the problems used for Number Talks.

So far, this approach seems to be going well. The children are enjoying it, and even our reluctant mathematicians are engaging in the activity. I make a point of saying at the start of each Number Talk that it’s good to struggle, it’s good to get things wrong, and we celebrate mistakes. My hope is that by doing this regularly, my students will become more confident in sharing their thinking and that it will help reduce their math anxiety.

At the end of Term 1, I recorded myself leading a Number Talk lesson and uploaded the video to Vosaic, an AI video analysis tool that provides unbiased feedback based on a given prompt. Below is the feedback I received. It was reassuring to see that I’m on the right track in developing my students’ number sense.

AI prompt: How effectively did the teacher create opportunities for the children to develop their number sense?

Opportunities for Developing Number Sense

The teacher effectively created opportunities for the children to develop their number sense through several strategies during the number talk session. Here are some key points that illustrate this:

• Encouragement of Mistakes: The teacher emphasized that making mistakes is a part of learning, stating, "It si good ot make mistakes... we only learn by making mistakes" (00:55). This approach helps reduce math anxiety and encourages students to engage with challenging problems.

• Individual Thinking Time: The teacher provided students with 2 minutes to work on a problem independently before discussing ti with peers (02:04). This time allows students ot formulate their own strategies and develop confidence in their mathematical thinking.

• Peer Collaboration: After individual work, students were instructed to share their strategies in groups, promoting collaborative learning. The teacher stated, "If you didn't solve ,ti your job is to

listen and learn from your peers" (04:40). This encourages students to articulate their thought processes and learn from one another.

• Focus on Explanation: The teacher encouraged students to explain their reasoning by using the word "because" when sharing their answers (01:30). This practice fosters deeper understanding and helps students articulate their mathematical thinking.

• Discussion of Different Strategies: The teacher facilitated a discussion where students shared different methods for solving the problem, highlighting both similarities and differences ni their

approaches (12:02). This not only validates various strategies but also reinforces the concept of

place value partitioning, which is crucial for number sense.

• Reflection on Strategies: The teacher prompted students to reflect on their strategies and

understand the reasoning behind them, stating, "Your job si to try and understand their thinking" ( 09:16 ). This reflection helps solidify their understanding of mathematical concepts.

Overall, the teacher's methods foster a supportive environment that encourages exploration, discussion, and reflection, al of which are essential for developing number sense in students.

Research:

Research indicates that collaborative learning and peer discussions can significantly enhance students' understanding of mathematical concepts (Cohen, 1994). Additionally, allowing students to make mistakes

and learn from them is crucial for developing a growth mindset, which is linked to improved mathematical performance (Dweck, 2006).

Class OnAir 2025 Episode 1

This is my first Manakalani Class OnAir lesson for 2025. In this lesson, we dive into figuring out the author's message. There is lots of talking, thinking and creating. It gets a little messy/real in the best way, but it is full of great learning.

👉 Watch the episode here!

Teaching Inquiry 2025

Inquiry Focus Question

This year my inquiry focus question is: How can I efficiently and effectively help my students learn the multiplication basic facts?

This inquiry has arisen from yet again having a class of Year 7 & 8 students who struggle with their times tables. Only 27 out of 29 students can recall the 1-12 times tables effectively. This gap in knowledge is a significant barrier to their mathematical progress. Multiplication is a foundational skill that underpins division, fractions, algebra, and problem-solving. Without instant recall and a deep understanding of multiplication, students find it difficult to engage with more complex mathematical concepts, leading to frustration and disengagement.

Mastery of multiplication facts is not just about rote memorisation; it provides students with the confidence and efficiency needed to tackle higher-level math. Research indicates that fluency in basic facts reduces cognitive load, allowing students to focus on problem-solving rather than simple calculations. A lack of automaticity in multiplication can slow students down and impact their overall mathematical achievement.

Initial Observations and Challenges

• Inconsistent Recall: While some students can recall multiplication facts effortlessly, others rely on inefficient strategies such as skip counting or using their fingers, which slows them down.
• Low Engagement: Traditional methods like timed tests and rote memorisation worksheets often fail to engage students, leading to boredom and resistance.
• Confidence Issues: Students who struggle with multiplication facts often develop math anxiety, leading to avoidance behaviours in math lessons.
• Lack of Transfer: Even when students demonstrate knowledge of times tables in isolation, they struggle to apply them in problem-solving or fraction work.

Potential Strategies to Explore

To address these challenges, I plan to trial a range of strategies and interventions to help students develop both fluency and conceptual understanding.

1. Developing Number Sense
Building a strong number sense is crucial for students to understand multiplication conceptually, rather than just memorising facts. Activities that encourage flexible thinking, such as,  exploring different strategies to solve a problem, using arrays and area models, or discussing patterns in multiplication can help students make deeper connections. Encouraging children to explain their reasoning and explore multiple approaches will strengthen their overall mathematical thinking.

2. Maths Games and Digital Tools

Utilising technology and games can make learning multiplication facts more engaging. Platforms such as Maths fact Lab,  Amplify Fluency, or Kahoot offer competitive and fun ways for students to practice in a low-pressure environment. Moreover, using math games such as Spiral and How Close to 100 will be a fun and engaging way children can develop their multiplication knowledge.

3. Daily Fluency Routines

Implementing short, daily fluency activities such as number talks, quick recall drills, and partner challenges can help reinforce multiplication facts. These will be brief (5-10 minutes) but consistent to hopefully build automaticity over time.

4. Peer Teaching and Collaboration

Encouraging students who have strong multiplication skills to support their peers can be a powerful tool. This could be through paired practice and games.

4. Real-World Applications

To help students see the relevance of multiplication, I will incorporate problem-solving tasks related to real-life scenarios, such as budgeting, cooking, and sports statistics. Applying multiplication in meaningful contexts can increase motivation and understanding.

Measuring Success

To assess the effectiveness of these interventions, I will track student progress through:

• Pre- and Post-Assessments: Measuring improvements in recall speed and accuracy.
• Student Reflections and Surveys: Gathering student feedback on their confidence and engagement.
• Observation and Anecdotal Notes: Monitoring how students apply multiplication in various math contexts.

Looking Ahead

This inquiry is an evolving process. As I trial different strategies, I will reflect on what works best and adjust my approach accordingly. My goal is to create a learning environment where all students feel confident in their multiplication skills and can use them as a strong foundation for further mathematical success.

If you have any insights, resources, or strategies that have worked in your classroom, I’d love to hear them!