Primary CAME or P-CAME

This is the resource aimed specifically at 10 and 11 year olds. It was the second maths publication developed by Mundher Adhami and Michael Shayer and is similar in structure and design to the original Thinking Maths file.

How does it work?

The 24 lessons that make up the P-CAME programme are designed to be used at a rate of 4 lessons per term during the final two years of primary education (Years 5 and 6 in England and Wales). The lessons themselves seek to complement and build upon existing good practice in primary mathematics. The P-CAME course is not in itself a scheme of work but an opportunity to allow pupils to struggle with some of the big ideas in mathematics. The idea is that this time, where ideas and thoughts are valued, can complement 'normal' lessons where time is fruitfully spent mastering specific skills.

1. Number properties,
2. Shape and space,
3. Data-handling and representations,
4. Ratio and proportion,
5. Algebra.

'What does this look like in the Autumn term of Year 5?'

'What is different about this way of 'teaching maths?'

The P-CAME activities consist of, whole class, reasoning challenges that are delivered through a series of carefully selected classroom tasks. Throughout each lesson the focus is on the deeper concepts underpinning maths rather than on procedures and algorithms. Dubben, Hodgen and Longfield (writing in an article in the Proceedings of the British Society for Research into Learning Mathematics, November 99) articulate this difference as: 'The lessons are about all members of the class, including the teacher, being mathematicians and exploring mathematical ideas and challenges together in a climate in which everyone's views are valued. Obviously the teacher has an additional role in managing the lesson and orchestrating the feedback but nonetheless is seen as a learner alongside others. Furthermore, the enjoyment felt by the children mirrors the enthusiasm with which teachers come to approach P-CAME lessons.'

'What do the schools think themselves?'

The following evaluations come from Hadleigh County Primary School in Suffolk. There are three aspects to this:

1. Thoughts about a specific lesson – Sports League
2. The thoughts of the pupils involved and
3. Teacher thoughts about some of the impacts of the approach within the school.

Thinking about 'Sports League'

We had a good discussion to select which team game to play and why The paired work aspect of the lesson were really good. The children were keen to list schools which led to a good discussion about choosing just three schools and why. The first challenge to work out how many games 3 schools would play altogether went really well – there was lots of good reasoning and thinking exhibited. In total there were eight or more different alternative methods suggested. It was very exciting comparing them but most groups kept to their original method. No-one really adopted a different method at this point. (Perhaps we needed to spend longer looking at the differences between them.) The following challenges for four then five schools was keenly met but the next challenge of ten schools had to be left as we ran out of time but it was exciting to hear one group say they were going to draw a grid this time. It was such a shame we didn't reach beyond this point in the lesson – they were so ready for it!! I can see this would have been an excellent extension for the brighter ones.

The Children's Views as of February 2006

1. Jacob: 'Fab!! I LOVE IT!! I like everything. I like sharing ideas. I like thinking maths but doing sums out of a book is boring but doing it the CAME way, I love it!!!'
2. Jordan: 'I think these lessons are fantastic because it is different because we don't have books and we have the OHP and we have sheets most of the time. I like it because it is a bit easier than maths sets so it is more fun and sometimes we have a hard challenge.'
3. Jake.G: 'I feel really good because I like working in pairs. I sometimes don't enjoy it because it is sometimes hard.
4. Bethany.A: 'I like it because I hear everyone's ideas. I like it because it's different.'
5. Jake.T.R: 'I really really like it because it is complicated and really fun.'
6. Nathaniel: 'I like working in pairs and discussing the answers as a class. I like listening to other peoples answers.'
7. Spencer: 'I find this kind of lesson very fun because I prefer working in groups and being able to listen to other peoples ideas.'
8. David: 'I enjoy the fun of it and I like sums anyway! I don't dislike any of it.'
9. Timon: 'I enjoy every maths lesson because it is fun and it helps me in maths and at the start I was slightly worried but there's nothing to be scared about and I enjoy the maths lessons.'
10. Collette: 'I enjoy the lessons because we can share our thoughts with the class and work together and it's fun and exciting and we can hear and use other peoples ideas. I think it's good to hear other peoples ideas.'
11. Bethany.R: 'I like working in pairs and it makes a change from doing loads of writing in your maths book and I can learn by hearing different ideas and different ways of working things out and you can really get involved.
12. Bethany.H: 'I really like maths because it is a challenge for me and it is fun and I like listening to other peoples ideas.'
13. Bryony: 'Fun, exciting, grabs my attention, enjoyable, interesting, more sharing.'
14. Out of a class of 23 children, there was only one negative comment!
15. Leanne: 'I like this lesson but it is not showing the teacher what I know and when I don't understand, my partner just does it for me so I'm not learning anything sometimes.'

Staff feelings about CAME

1. I am doing them fortnightly, where possible, in class.
2. Doing them as discreet lessons to begin with.
3. Once established, have suggested that year groups 'fit them in' to other maths topics if desired, under own discretion.
4. In future, using them as a lead into a new maths topic would be ideal.
5. They could easily be used as a revision tool.

1. Am 'tweaking' the lessons now I have greater confidence.
2. Don't always use the worksheets and have adapted some of them.
3. Sometimes differentiate numbers in the whole class preparation.
4. Have found replacements for some of the resources.
5. I no longer put a subject based learning objective up on the board as the LO is to 'discuss, share ideas and explain thinking.'
6. Am confident being flexible with the timings and lengths of each section.
7. Often only complete episode 1 but try to do episode 2 as soon as possible after that.
8. Often use lots more examples in the introduction phase and spend a bit longer on it.

1. Has kept me motivated.
2. Has been a good model to work with.
3. Regular contact with fellow professionals has been really useful.
4. Sharing feedback has been very constructive.
5. Observing a lesson then doing it myself has been very beneficial.
6. Has been helpful to see other teachers teaching too.
7. I feel well supported.
8. Team teaching has been a positive and supportive experience.
9. Watching your own class being taught by someone else is very illuminating.

1. Have seen certain children growing in confidence over the trial period.
2. The children really enjoy the CAME lessons.
3. Children share ideas more readily now and know that it is safe to do so.
4. More discussion is going on in my classroom.

Watch this space for more news and views in the near future!

"The CAME approach encourages reflection and discussion and new forms of response from children. This approach along with other recent initiatives has changed the delivery of my lessons and helped me to think more carefully about the way I question my pupils. It has made me feel more confident about my maths teaching, and helped to empower the children and make them think of themselves as 'problem solvers'". Primary teacher from Lancashire.