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This statement gives a clear message: it is ‘critical’ for schools to be using ‘well-designed and tested textbooks’. Accompanying this statement was a list of textbooks that meet the NCETM criteria, including whole-class mastery programme Power Maths. For many schools, it would appear that the answer to any issues in Maths teaching is clear, buy the textbooks. However, there are still many schools and teachers who worry about bringing textbooks into their classroom.

As a Maths SLE, I have seen textbooks used in a range of ways. Some schools buy the whole package where they receive textbooks and workbooks, as well as an online subscription that gives them further resources, planning and support. There are other schools where this is not an option. Some schools cannot afford to buy the whole package, so, instead they buy a textbook and workbook for each teacher and use them to support planning and teaching.

Due to the range of different ways that teachers use textbooks, they do not always access the training that supports implementation and this can be where problems arise. Teachers may have ideas on how to use textbooks from their own experience at school, but this is very different from the way that the high-quality textbooks are designed to be used effectively now. When textbooks are not used in the ways intended, teaching is not as effective and children’s learning is not enhanced.

It is therefore important to look at what teachers need to consider when using textbooks.

Assessment for learning

As highlighted in the EEFÌýguidance report ‘Improving Mathematics in Key Stage 2 and 3’ (2018) , assessment is a key factor inÌýthe effectiveness of teaching and learning. The EEF’s first recommendation isÌý‘Use assessment to build on pupils’ existing knowledge and understanding’.

In ÃÛÌÒapp’s Power MathsÌýresources, there are comprehensive teacher guides that highlight assessment
check points. Teachers receive advice on the questions they should ask to checkÌýchildren’s knowledge and then the activities that should follow to strengthenÌýand deepen their understanding.

A critical part ofÌýassessment for learning is addressing misconceptions. Without a textbook, this relies
on the teacher’s knowledge of common misconceptions, which can be difficult forÌýanyone new to teaching or new to a particular year group. Questions should beÌýcrafted to highlight misconceptions but without the knowledge of what theÌýmisconception actually is, it is impossible to plan the right questions.

Once again, the TeacherÌýGuides accompanying the textbooks play an important role in supporting understandingÌýof misconceptions. For example, at the start of each Power Maths unit, common
misconceptions are highlighted along with advice on how to strengthenÌýunderstanding and how to go deeper.

It is therefore key thatÌýteachers use Teacher Guides to support their understanding of the lessons
within the textbooks. Clear assessment guidance is provided and will helpÌýteachers to use the textbooks in the most effective ways with their class.

Use of CPA

The concrete-pictorial-abstract approach is embedded inÌýall recommended textbooks. However, this is reliant upon the school’sÌýinvestment in concrete materials. Lessons should be practical in order toÌýdevelop children’s conceptual understanding.

‘Use manipulatives andÌýrepresentations’ is the second recommendation from the EEF.

‘There must be a clear rationale for using a particular manipulative orÌýrepresentation to teach a specific mathematical concept.’ÌýEEF (2018)

Recommended textbooksÌýare designed to carefully use concrete and pictorial representations in the
most effective way at the right time. The use of online tools supports theÌýpictorial representations but it is important that teachers use concreteÌýmaterials within the classroom to fully embed learning.

Overall, theÌýscare-factor surrounding textbooks tends to come from a lack of understandingÌýaround the ethos they stem from. Textbooks alone do not improve Maths teaching.ÌýThey need to accompanied by strong subject knowledge, effective assessment forÌýlearning, and resources to support understanding. Teachers are the ones who areÌýable to adapt the learning in order to cater for their classes’ need whileÌýsupported by a well-researched, high-quality textbook.

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Beth Smith is aÌýPrimary Maths Specialist at White Rose Maths and authorÌýon Power Maths, a whole-class mastery programme that is fully recommended byÌýthe DfE.

, developed in partnership with White Rose
Maths.Ìý

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