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.