Maths Archives - Deira International School (DIS)

Enhancing Multiplication Fact Fluency in Year 6 Through Pattern Play

Haiza Mazahim

Many Year 6 learners struggle to recall multiplication facts automatically, despite repeated exposure. This action research explores how a pattern-based strategy can support fluency development.

‘Explore It’ Tasks: The Impact of Student-Led Inquiry on Engagement and Enjoyment in Primary Maths

Rebecca Anderson

The Year 5 team have been exploring approaches that promote deeper engagement and greater enjoyment in Maths. Traditional lesson structures often rely heavily on teacher modelling followed by practise. However, a growing emphasis on pupil-led learning encouraged the trial of ‘'Explore It'’ tasks, where children tackle the concept independently or collaboratively before any direct input is given. This action research project investigates whether these tasks increase student engagement and enjoyment in Year 5 Maths lessons.

Making Mixed Ability Mathematics Meaningful: Adaptive Teaching to Accelerate Progress

Chloe Warren

This action research investigates how adaptive teaching strategies can impact pupil progress in a mixed-ability Year 4 mathematics class. At the start of the year, our school adopted mixed-ability groupings in line with the High Performance Learning (HPL) initiative and the national emphasis on inclusive, high-quality teaching (Department for Education, 2021), following two years of set-based teaching.

Solving Equations, Unlocking Confidence: The Impact of Pre-Teaching on Year 10 Send Learners in Mathematics

Guna Ramsingh

This research examines the impact of a structured pre-teaching intervention on the mathematical confidence, engagement, and concept knowledge of Year 10 students with Special Educational Needs and Disabilities (SEND).

Reducing Maths Anxiety and Enhancing Problem-Solving Skills Through Goal Free Problems

Tyler Barnett

Maths anxiety continues to undermine pupils’ confidence, progress, and enjoyment – an issue that becomes particularly evident in Year 6, a time marked not only by academic pressure and high-stakes assessments but also by significant life transitions, such as preparing for secondary school. This study investigates the effectiveness of goal-free problems in reducing maths anxiety and promoting problem-solving confidence in Year 6 pupils, highlighting gender differences.

Can Peer Collaboration Improve Mathematical Engagement and Attainment in Year 4?

Yvonne Ward

This article explores how structured peer collaboration can improve engagement and attainment in a mixed-ability mathematics class in Year 4. This year, our school moved away from grouping students into ability sets, prompting the need for more adaptive strategies that support and challenge all learners.

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