MESHGuides

The Numeracy for All booklet (freely downloadable on https://www.vsointernational.org/our-work/inclusive-education/numeracy-f...) was produced by an experienced teacher and VSO volunteer, Mary Watkins.

In 2014, Mary volunteered with VSO in Rwanda as a Methodology and Resources Advisor working at a teacher training college and in local schools. 

The Numeracy for All booklet (freely downloadable on http://www.vsointernational.org/numeracyforall) was produced by an experienced teacher and VSO volunteer, Mary Watkins. It provides detail of how to use different teaching materials and also how to make them if necessary from no-cost or low-cost local resources.

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Written by Jane Jones (University of Winchester) and Clare Tope (Open University)

This Guide is a joint collaboration between VSO International and the Education Futures Collaboration Charity which oversees the MESHGuides initiative.

The major reports below outline core research findings underpinning the advice in this guide.

UK

This report from extensive research covers classroom management, objective setting, homework, classroom and behaviour management, language, Assessment for learning, plenaries (UK Government Report).

We welcome submissions of evidence based case studies - see the example in “All Children can Achieve” below. Email enquiries@meshguides.org with suggestions. 

We welcome submissions of evidence based Activities and Resources. Email enquiries@meshguides.org with suggestions. 

This triangle which is repeated here summarises the key concepts, processes and attitudes that need to be considered in designing a mathematics curriculum. This has been designed by Peter Lacey a UK maths teacher and school inspector (www.ecarda.co.uk) and is explained in the cell Teaching Approaches Overview.

This column highlights the major pedagogical considerations when teaching mathematics. The research mentions a major factor stopping children achieving in mathematics is a  fixed mindset” i.e. a child’s belief, and that of their parents and teachers that they cannot achieve in this subject. In fact neurological research suggests that the capacity of the brain to learn is not limited by age.