ABSTRACT
Non-routine problems enable pupils to develop their mathematical fluency, rather than just their procedural fluency. Developing pupil confidence addressing non-routine problems supports them to successfully make the transition from school mathematics to real-world mathematics, where they might be asked to calculate how much paint they will need to paint their kitchen or the number of paving slabs for a new patio in their garden. Teachers face ever-growing demands on their limited teaching time. Moreover, the impact of high-stake tests can seriously impact on the capacity of teachers to fully address collaborative problem-solving (CPS) skills in their classrooms. Concerns about pupils dominating a group were one of the most frequently voiced concerns raised by teachers regarding CPS. Adapting the classroom environment for different CPS tasks seemed a very positive approach. The teachers in this project found that Whisper Maths was a useful first step towards embedding CPS in their classroom.
