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Year 2 Maths Home Learning Mini Pack (16 sheets) includes Answers (Coronavirus)

Subject: Mathematics

Age range: 5-7

Resource type: Unit of work

Last updated

11 December 2020

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The main purpose of this Mathematics Homework is to make your life, as a teacher of Year 2 pupils and parents, as easy as possible. All of the homework activities are based on the renewed Primary Framework for mathematics; however, as they assess specific learning objectives they can be used in conjunction with other planned teaching schemes.

Each homework activity sheet addresses a whole, or part of, a learning objective. The questions are written to test the understanding of your pupils once they have worked on a topic in the lesson.

With a full set of answers included you can be confident that your students are getting regular, relevant homework that tests their understanding across the Year 2 objectives and all seven core strands.

The Year 2 curriculum is structured into five blocks, reflecting the same structure as the other primary year groups. Each block is made up of three units, and each unit represents two or three weeks of teaching. The blocks are:

• Block A: Counting, partitioning and calculating • Block B: Securing number facts, understanding shape • Block C: Handling data and measures • Block D: Calculating, measuring and understanding shape • Block E: Securing number facts, relationships and calculating

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Visual maths worksheets, each maths worksheet is differentiated and visual.

Year 2 Maths Worksheets

Our Year 2 Maths Worksheets are an excellent resource for helping pupils (aged 6-7) develop their foundational maths skills. With the Cazoom Maths Worksheets , children in year two can strengthen their knowledge of critical concepts such as addition, subtraction, measurements, shapes and more. These worksheets cover various topics, from counting to introductory algebra and geometry, providing exercises that improve problem-solving and critical thinking skills. Moreover, they offer the opportunity to focus on different aspects of mathematics, including times tables practice and mastery of various equations. Regular use of these year 2 maths PDF worksheets can contribute significantly towards a student’s academic success by encouraging active participation in the learning process. Our maths worksheets are used by over 50,000 teachers, parents and schools worldwide!

MATHS WORKSHEETS FOR YEAR 2 STUDENTS

Try some free sample year 2 maths worksheets

Outstanding Year 2 Maths Worksheets

• Separate answers are included to make marking easy and quick.
• Over 300 pages of the highest quality year 2 maths worksheets. Each worksheet is differentiated, including a progressive level of difficulty as the worksheet continues.
• Single user licence for parents or teachers. Separate school licences are also available.
• Single digital pdf download, with worksheets organised into high level chapters of Number, Measurement and Geometry, and further by subtopics. See below for the extensive range of sheets included.

List of Topics

Our Year 2 PDF maths worksheets cover the full range of topics. See below the list of topics covered. All KS1 and KS2 worksheets can be accessed here.

• Adding to a Single Digit
• Adding to a Two Digit Number
• Adding to a Three Digit Number
• Adding Three Numbers
• Number Bonds up to 20
• Number Bonds over 20

SUBTRACTION

• Single Digit Subtraction
• Two Digit Subtraction
• Three Digit Subtraction
• Working with the Difference
• Multiplication and Division worksheets
• Number and Place Value Worksheets
• Fractions, Decimals and Percentages

MEASUREMENT

• Metric Measures
• Area and Perimeter
• Properties of Shapes
• Position and Direction
• Transformations

ALGEBRA & STATISTICS

• Skills by Standard
• Skills by Grade
• Skills by Category

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National Curriculum In England: Mathematics Programmes Of Study

Find help from our team of math teachers who are here to help struggling students with their math skills. Find on-demand videos for every second-grade skill to teach students how to best tackle math problems. Teachers break down the concepts in an easily understandable format for younger students who need help with their math skills.

• Find video tutorials for second-grade math skills in geometry, time, fractions, and others.
• Students learn to use the available tools to best answer the math questions. 
• Videos pop-up automatically when a student is having difficulty answering the questions.

Times tables

Your child will be introduced to times tables at school. The focus this year will be on the 2, 5, and 10 times tables.

Find out what multiplication facts your child already knows, and then see if they can work out more. For example:

Your child might already know that 2 × 5 = 10.   They could use this to work out 2 × 6 by adding another group of 2 to make 12.

Write down the multiplication tables for the 2, 5, and 10 times tables on individual pieces of paper or sticky notes. Ask your child to choose a multiplication calculation such as 8 × 5 and explain how they would work out this problem. If your child knows the answer immediately, ask them what other facts they know. Challenge them to beat the clock when they are reciting their multiplication facts!

Activity: Times tables wall charts

3. Practise division

Division can be best understood as   sharing   and   grouping .

Division by sharing

Ask your child to explore division by sharing objects equally. For example:

8 ÷ 2 could be solved by sharing 8 toys into 2 equal groups. The answer is 4, because each group has four toys.

Toys, pieces of pasta, and buttons are all good to practise with.  Ask your child to find out how many objects there are to begin with. Can they share the objects equally between the two of you? Help them to share objects one at a time between the two groups. When all the objects have been shared, ask your child how many there are in each group. If you have the same number, explain that your child has shared the objects equally into two groups which is the same as dividing by two.

If you do not have the same number, ask your child if the objects have been shared equally. For example, ‘we started with 11 objects and shared them into two groups and I have 6 objects and you have 5 objects. Are they equal? If they are not equal then 11 cannot be shared equally into two groups so 11 cannot be divided by 2 equally using whole numbers or objects.’

Video: How to do division by sharing

Division by grouping

It’s important that your child also understands division as grouping. Again, you can use any objects from around your home to practise division as grouping.

Ask your child to find out how many there are in a group of toys or pieces of fruit. Explain to them that you want to find out how many groups of two there are in the total group. Help your child to take two items at a time and count how many groups of two there are in the total number.

For example, if you had 8 objects and wanted to divide by grouping this could be seen as ‘How many groups of 2 are there in 8?’. Ask and support your child to explain that they have divided the 8 objects by grouping them in twos and finding out how many groups of 2 there are in the total group of 8 objects.

Video: How to do division by grouping

4. Find connections in multiplication and division

It will be helpful for your child if they can make connections in multiplication and division. Encourage them to explore the connections between multiplication, arrays and repeated addition.

In terms of division, encourage your child to:

• Use grouping, sharing, and arrays
• Think about the relationship between division and repeated subtraction
• See the connections between fractions and division (for example, 40 ÷ 2 = 20, 20 is half of 40).

You can also help your child use  commutativity and inverse relationships to solve calculations. For example:

If they know that 4 × 5 = 20 , then they know 5 × 4 = 20 because multiplication is commutative (i.e. can be done in any order).   If they know that 4 × 5 = 20 , then they know 20 ÷ 5 = 4 and 20 ÷ 4 = 5 because multiplication and division are inverse operations.

Arrays also provide a great opportunity for children to explore the connections between multiplication and addition, as well as multiplication and division. Give your child a multiplication calculation from the 2, 5, or 10 times tables and ask them to tell you or write down any other related addition, multiplication or division facts. Talking through how they know each fact will help them to understand how the operations relate to each other.

5. Use the language of multiplication and division

It’s helpful to be able to use the language of multiplication and division when talking with your child. Multiplication language includes product ,  multiply ,  multiple ,  times ,  repeated addition ,  equal  groups , and  array . Division language includes  divide ,  sharing equally ,  grouping equally ,  arrays ,   and  remainder .

You can help your child learn these terms by asking them to use this language to explain how they solved a problem. It may be helpful to have the mathematical words written on cards for your child to refer to.

You could also make or print out multiplication and division words cards and ‘×’ and ‘÷’ symbol cards. Help your child read each card and then sort the cards into words that describe multiplication (×) or division (÷). Are there any words that could be placed in both groups? Talk with your child about why these words. This will help them to understand the links between multiplication and division.

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Year 2 Maths Curriculum: Home Learning Toolkit For 6 Year Olds And 7 Year Olds

Christopher Such

Year 2 maths often represents a huge change for children. With Key Stage 1 SATs at the end of the year, maths teaching often becomes more structured and the pace can be difficult for children to keep up with.

Fortunately, there are ways that you can support your child to thrive and to help them to continue their mathematical journey with confidence.

We’ve been working with primary school teachers to support 6 and 7 year old children with Year 2 maths tuition and Year 2 maths resources for many years. Although there is a lot covered during this year, here is the essence of what you need to know about how children are taught and learn maths in Year 2. Look out also for the year 2 maths worksheets we’ve provided – most of them free.

Step 1: Understand where your child’s needs are

No two children have an identical understanding of maths. While the National Curriculum spells out all the aspects of maths that a child will encounter in a given year, it might be the case that your child’s understanding in a particular aspect is significantly above or below the level that is expected of them at this stage.

So you must be prepared to react to your child’s current abilities and adapt the advice given here to suit the needs of your child. To start with however, the most important thing to do is to ensure that their learning from previous school years is secure…

Step 2: Check the foundations

Your child’s maths learning in Year 2 and beyond will depend entirely on their understanding of number and counting from the Early Years Foundation Stage and Year 1. While it’s impossible to cover the entire list of concepts that your child needs to be fluent with, here are some key signposts to check:

1. Does your child know the counting sequence up to 20?

If not, practice counting from 1 to 20, checking that your child is correctly articulating the words, especially the endings of thir teen , four teen , fif teen , etc.

2. Can your child count a number of objects up to 20 accurately, touching or moving one object at a time?

If not, practice this skill, slowing down the process to ensure that they recognise that each number they say corresponds to one object and that the number they finish with is the number of objects counted. (This is known as the cardinal principle.)

3. Can your child quickly recognise a number of objects between 1 and 10 in a ten-frame or on fingers without counting?

Children need to be able to quickly recognise numbers of objects fewer than 6 without counting them. This quick recognition is called perceptual subitising . They also need to be able to recognise numbers of objects greater than 6 by recognising smaller groups, combining them and by recognising familiar patterns (e.g. quickly recognising seven fingers by seeing five on one hand and two on the other). This is called conceptual subitising.

Developing a strong visual awareness of number will help develop your child’s number sense. Practice this by placing objects in a ten-frame (see below) and by repeated counting of fingers until children can subitise these numbers fluently. (In both cases, note how important it is for children to begin using 5 as an anchor for recognising larger numbers.)

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4. Can your child count up, starting on any number between 1 and 20?

If not, practise this, ensuring that your child begins and ends on different numbers (e.g. count up from 9 to 15).

5. Can your child count down, starting on any number between 1 and 20?

If not practise this, ensuring that your child begins and ends on different numbers (e.g. count down from 18 to 11).

6. Can your child recognise that numbers can be partitioned?

A great way to check this is to show children a small number of objects, get them to close their eyes, cover some of the objects and then ask how many are covered. This can be further practised by exploring part-whole models with objects and then with numbers (see below).

7. Has your child begun to understand place value?

Specifically, does your child understand the significance of two digit numbers and that each digit in a two-digit number represents something different due to its position (i.e. in 16, the 1 represents 1 ten and the 6 represents 6 ones.) Practising part-whole models for two-digit numbers that partition numbers into tens and ones can be useful way to develop understanding of this concept and place value more widely:

Step 3: Focus on PARTS of the Year 2 maths curriculum

Coming from an experienced class teacher, this might sound a little strange, but my advice would be to not overly concern yourself with every element of the KS1 maths curriculum.

While it can be useful and reassuring to familiarise yourself with the content that your children will be learning in school, attempting to teach or reteach all of the curriculum isn’t in your child’s best interests. Why? Because there are far more beneficial ways to support your child in their learning of mathematics.

It might seem like a good idea to break out the maths worksheets and help your child with problem solving questions, or try and work on more complex maths concepts like right angles, but it’s better to start out with the basics:

Number bonds inside 10

Children’s ability to fluently recall number bonds will be an essential component of their number sense as they progress. To help them develop this, practise lots of addition and subtraction of one digit numbers using a ten-frame. (This is one of many areas where children’s grasp of subitising pays off.)

Over time this practice can be developed into quick recall of number facts based on the reasoning developed using ten-frames. Number bonds that together make ten are particularly important:

In every case, it is important that children recognise that each number fact isn’t isolated and that there are relationships between numbers (e.g. 4 + 6 = 10; 6 + 4 = 10; 10 – 6 = 4; 10 – 4 = 6).

If you’re unfamiliar with them, number facts are basic maths calculations that children should memorise and be able to recall straight away. By the end of Year 2, children are expected to know addition and subtraction facts to 20 (also known as number bonds) and multiplication and division facts for the 2, 5 and 10 times tables.

Number bonds inside 20

With number bonds inside 10 secured, this knowledge can be used to understand number bonds inside 20. While the end goal is fluent recall of these number bonds for use in mental and written addition, there are strategies that children can use at first to them learn these number bonds while developing their number sense:

Partitioning to make 10

Counting on

One of the simplest strategies that children use for addition, counting on takes time and practice to develop. For example, children may initially instead use a count all strategy: when calculating 2 + 5, your child may show two fingers and five fingers and then proceed to count them all.

It’s important to note that this isn’t a ‘wrong’ strategy. As with all the strategies discussed here, it is important to recognise with children that they are developing a bank of strategies from which they can learn to choose the most efficient as their sense of number evolves.

To develop your child’s use of a ‘count on’ strategy, encourage them to recognise that addition can take place in any order (this is known as commutativity ). Commutativity means it is more efficient to begin counting from the larger number.

Find out more about commutativity and other unfamiliar maths terms in this free primary maths dictionary .

You may find that your child struggles to count on to add. A common error is to include the start number. For example, in calculating 8 + 2, your child may say, “eight, nine,” and stop there as two numbers have been counted. To support an understanding of this strategy – and children’s understanding of the ordinal aspect of number (the idea that numbers have a position) – use a number-line:

Compensation

Compensation involves changing a calculation into one that is easier to calculate mentally. For example, 9 + 5 can be reformulated as 10 + 4, something that is easier to calculate if children’s understanding of place value has developed to an appropriate stage. This can be shown using pairs of ten-frames:

Near doubles

Once children have developed an understanding of doubles – another key concept to work on using objects and pictures – these can be used to support calculation of number bonds inside 20. For example, the number bond 6 + 5 can be thought of as double 5 then add 1. (You can also reformulate 6 + 5 as double 6 then subtract 1.)

While developing these strategies using objects and drawings e.g. tally charts, don’t be afraid to try such calculations using purely mental methods, asking your child to then explain their chosen strategy using words, pictures or objects.

If they reach a point where they state that they answer questions and “just knew” the answer, don’t discourage this. Equally, don’t rush them through to this end state of rapid recall. Some research suggests that building these number relationships on strategies such as compensation and near doubles helps children to use their number bonds more flexibly in future.

Multiplication in Year 2

While multiplication is very likely to have been introduced in Year 1, during Year 2 this will be learned in much greater depth. To support this, begin by helping your child to understand a basic interpretation of multiplication, repeated addition. 5 x 2 can be considered as 2 lots of 5 (or 5 + 5). Equally, 2 x 5 can be considered as 5 lots of 2 (or 2 + 2 + 2 + 2 + 2.) Develop this understanding by showing this using objects:

This representation of multiplication is known as an array . Arrays also serve to demonstrate that the multiplication calculations give the same answer regardless of the order of the numbers being multiplied (known as commutativity, as we saw with addition.) The array can just as easily be seen as 2 lots of 5 as 5 lots of 2.

To further support your child’s multiplication, it can be useful for them to learn to count in 2s, 5s and 10s, keeping track of how many have been counted using fingers or objects. This may lead to children solving calculations such as 6 x 5 without relying on objects or drawings, but do not rush this process. Allow them the time and space to develop the visual understanding of multiplication that will support later fluency.

In Year 2 there is some focus on multiplication tables, but only the basics – the 2, 5 and 10 times tables are covered.

Division in Year 2

Alongside multiplication, children will also learn about division in Year 2. To support this, ensure that they become familiar with two interpretations of division: grouping and sharing. Grouping involves seeing a calculation such as 10 ÷ 2 as, “How many groups of 2 can be made from 10?”

Sharing involves seeing 10 ÷ 2 as, “If I share 10 into 2 equal groups, how many are in each group?”

Again, your child’s counting in 2s, 5s and 10s can support their division using these numbers (e.g. 35 ÷ 5 = 7), but do not rush them towards this. Allow them to explore division using objects and pictures (including simple pictograms), understanding both of the interpretations described above.

Numbers up to 100

In Year 2, your child will be expected to be able to calculate using numbers up to – and a little beyond – 100. While you might want to get them to begin using formal written methods, resist this temptation in favour of developing their ability to work with numbers mentally.

Creating or printing a 1-100 number square for children to use at home (see below) is an excellent way to support your child’s understanding of a range of mental calculations and the patterns of our number system. Using a number square to answer addition and subtraction calculations – and noting patterns, such as adding or subtracting 10 – will further develop your child’s number sense.

A 1-100 number-line is another valuable learning tool. Use it with your child to quickly find a number on the line, to compare numbers, using the mathematical language of greater than and less than,  and the accompanying symbols, > and <, and practice ordering numbers.

Year 2 Maths – The rest of the Curriculum

The full list of things your child will learn at Year 2 includes:

• Place Value (up to 100)
• Addition and subtraction facts (up to 20)
• Multiplication and Division (including the 2, 3 and 5 times tables)
• Properties of shape – common 2D and 3D shapes
• Simple Fractions
• Measurement – Length and Height
• Position and Direction
• Problem Solving basics (both number problems and word problems)

How to help with other Year 2 Maths topics

As well as the detailed advice given in the earlier sections, there are ways that you can support your child across the mathematics curriculum. Engaging your child in lots of maths talk and everyday maths activities will go a long way. Examples of this include…

• Counting different amounts of money; for ideas of how to do this, read our blog on Teaching Kids About Money
• Practising how to measure length and height
• Using measurement scales
• Ordering a set of objects by size
• Comparing the size of objects using the mathematical language of greater than, smaller than, longer than, shorter than, etc
• Discussing and estimating the size and weight of objects using the mathematical language of heavier than, lighter than, etc
• Using watches and clocks and discussing time intervals
• Discussing temperature and using thermometers
• Discussing the shapes of everyday objects – both 2D shapes and 3D shapes

You should also take any opportunity to give your child’s learning of number bonds, multiplication, division and numbers up to 100 a real-world context.

The following articles contain useful ideas for practising these topics within a fun and engaging context for Year 2:

• 25 KS1 maths games
• 35 times tables games
• 25 fun maths games for home and school

A final point 

Your child is at the very beginning of their maths journey. While developing their understanding at this stage can be extremely valuable, try to make sure their learning does not become a chore, for you or for them.

It doesn’t take a great deal of imagination or enthusiasm to turn any part of this early learning into a brief, playful experience. You will also likely find that a ‘little-and-often’ approach will pay off, and as your child’s confidence as a mathematician grows, the more that they will want to engage with maths.

I hope that this advice proves helpful, and I wish you the best of luck in supporting your child.

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Math Salamanders Year 2 Maths Games

Math Salamanders Year 2 Maths Games Ebook

Why Use Maths Games?

Here are some good reasons why Maths games score highly over using worksheets.

• Using games is a great way to learn Maths facts and develop mental calculation skills in an easy way.
• Games are usually fun and very motivating to play.
• In most games there are a whole lot of other skills involved in playing the game that kids will also pick up, such as strategic thinking.
• Playing games is usually much better at getting kids to engage in maths talk and discuss their learning than using worksheets.

Our Year 2 Math Games e-booklet is a booklet containing our collection of fun maths games designed for children in Year 2.

There is a wide selection of games to develop a range of math concepts from place value to addition and subtraction to strategic thinking.

Playing games is a great way to develop math skills and math fact recall in a fun and enjoyable way.

Each of our games comes with clear instructions to play and also a Variations section which gives you ideas for making the game easier or harder, or just changing the rules to make it more interesting.

For most games, only dice and counters are needed.

The ebooklet comes in the form of a pdf download delivered straight to your computer.

We have now improved the navigation system on all of our e-books so that it is much easier to find the game you are looking for.

Simply click the link on the Contents page and you will be taken straight to the game.

Not the e-book you were looking for, use this link to go back to our shop.

Which math skills will this ebooklet help to develop?

Our Year 2 Math Games e-booklet contains our entire selection of printable maths games for kids age 6 to 7 years.

The key skills covered in these 27 games includes:

• reading and writing numbers to 100;
• ordering and comparing numbers to 100;
• properties of numbers to 100;
• counting in tens, fives and ones;
• matching pictures and figures to words;
• combining tens and ones to 100;
• using a 100 square to count on;
• adding 3 small numbers;
• adding to 10+10;
• subtracting to 12;
• counting coins;
• adding and subtracting money;
• basic properties of 2d and 3d shapes;
• strategic thinking;

Sneak Preview

There is a sneak preview of three of the games from our e-booklet below.

Simply click on the thumbnail image to open up a larger picture of the game.

The full booklet contains all the games on this page plus many more which are not available anywhere else.

To see exactly what games you get in the ebook, just click on the Contents page thumbnail.

• Contents page
• Introduction
• Blast Off Game
• Instructions
• Classify It! Game
• First to 100 Game

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Year 2 Homework

Within Year Two, children are given homework on a weekly basis. This will include weekly spellings / words to learn and maths work. Parents are asked to read with their children each night, if possible.

Each piece of homework has its own return-by date. Please see your child’s class teacher for more details.

A piece of Maths and English homework is available for every week within Year Two:

• LA-Produced Maths Homework for term 1a
• Year 2 Spelling Homework term 1a week 1
• Year 2 Spelling Homework term 1a week 2 – Extension
• Year 2 Spelling Homework term 1a week 2
• Year 2 Spelling Homework term 1a week 3 – Extension
• Year 2 Spelling Homework term 1a week 3
• Year 2 Spelling Homework term 1a week 4 – Extension
• Year 2 Spelling Homework term 1a week 4
• Year 2 Spelling Homework term 1a week 5 – Extension
• Year 2 Spelling Homework term 1a week 5
• Year 2 Spelling Homework term 1a week 6 – Extension
• Year 2 Spelling Homework term 1a week 6
• Year 2 Maths Homework term 1a week 1 – Extension
• Year 2 Maths Homework term 1a week 1
• Year 2 Maths Homework term 1a week 2 – Extension
• Year 2 Maths Homework term 1a week 2
• Year 2 Maths Homework term 1a week 3 – Extension
• Year 2 Maths Homework term 1a week 3
• Year 2 Maths Homework term 1a week 4 – Extension
• Year 2 Maths Homework term 1a week 4
• Year 2 Maths Homework term 1a week 5 – Extension
• Year 2 Maths Homework term 1a week 5
• Year 2 Maths Homework term 1a week 6 – Extension
• Year 2 Maths Homework term 1a week 6
• Term 1a Extra Phonic Work 1
• Term 1a Extra Phonic Work 2
• Term 1a Extra Phonic Work 3
• Year 2 Spelling Homework term 1b week 1 – Extension
• Year 2 Spelling Homework term 1b week 1
• Year 2 Spelling Homework term 1b week 2 – Extension
• Year 2 Spelling Homework term 1b week 2
• Year 2 Spelling Homework term 1b week 3 – Extension
• Year 2 Spelling Homework term 1b week 3
• Year 2 Spelling Homework term 1b week 4 – Extension
• Year 2 Spelling Homework term 1b week 4
• Year 2 Spelling Homework term 1b week 5
• Year 2 Spelling Homework term 1b week 6 – Extension
• Year 2 Spelling Homework term 1b week 6
• LA-Produced Maths Homework for term 1b
• Year 2 Maths Homework term 1b week 1 – Extension
• Year 2 Maths Homework term 1b week 1
• Year 2 Maths Homework term 1b week 2 – Extension
• Year 2 Maths Homework term 1b week 2 – Zoomers
• Year 2 Maths Homework term 1b week 2
• Year 2 Maths Homework term 1b week 3 – Extension
• Year 2 Maths Homework term 1b week 3 – Zoomers
• Year 2 Maths Homework term 1b week 3
• Year 2 Maths Homework term 1b week 4 – Extension
• Year 2 Maths Homework term 1b week 4 – Zoomers
• Year 2 Maths Homework term 1b week 4
• Year 2 Maths Homework term 1b week 5 – Extension
• Year 2 Maths Homework term 1b week 5 – Zoomers
• Year 2 Maths Homework term 1b week 5
• Year 2 Maths Homework term 1b week 6 -Extension
• Year 2 Maths Homework term 1b week 6
• Year 2 Holiday Homework
• Year 2 Spelling Homework term 2a week 1 – Extension
• Year 2 Spelling Homework term 2a week 1
• Year 2 Spelling Homework term 2a week 2 – Extension
• Year 2 Spelling Homework term 2a week 2
• Year 2 Spelling Homework term 2a week 3 – Extension
• Year 2 Spelling Homework term 2a week 3
• Year 2 Spelling Homework term 2a week 4 – Extension
• Year 2 Spelling Homework term 2a week 4
• Year 2 Spelling Homework term 2a week 5 – Extension
• Year 2 Spelling Homework term 2a week 5
• Year 2 Spelling Homework term 2a week 6 – Extension
• Year 2 Spelling Homework term 2a week 6
• LA-Produced Maths Homework for term 2a
• Year 2 Maths Homework term 2a week 1 – Extension
• Year 2 Maths Homework term 2a week 1 – Zoomers
• Year 2 Maths Homework term 2a week 1
• Year 2 Maths Homework term 2a week 2 – Extension
• Year 2 Maths Homework term 2a week 2 – Zoomers
• Year 2 Maths Homework term 2a week 2v
• Year 2 Maths Homework term 2a week 3 – Extension
• Year 2 Maths Homework term 2a week 3
• Year 2 Maths Homework term 2a week 4 – Extension
• Year 2 Maths Homework term 2a week 4
• Year 2 Maths Homework term 2a week 5
• Year 2 Maths Homework term 2a week 6 – Extension
• Year 2 Maths Homework term 2a week 6
• Year 2 Spelling Homework term 2b week 1 – Extension
• Year 2 Spelling Homework term 2b week 1
• Year 2 Spelling Homework term 2b week 2 – Extension
• Year 2 Spelling Homework term 2b week 2
• Year 2 Spelling Homework term 2b week 3 – Extension
• Year 2 Spelling Homework term 2b week 3
• Year 2 Spelling Homework term 2b week 4 – Extension
• Year 2 Spelling Homework term 2b week 4
• Year 2 Spelling Homework term 2b week 5 – Extension
• Year 2 Spelling Homework term 2b week 5
• Year 2 Spelling Homework term 2b week 6 – Extension
• Year 2 Spelling Homework term 2b week 6
• LA-Produced Maths Homework for term 2b
• Year 2 Maths Homework term 2b week 1 – Extension
• Year 2 Maths Homework term 2b week 1
• Year 2 Maths Homework term 2b week 2
• Year 2 Maths Homework term 2b week 3 – Extension
• Year 2 Maths Homework term 2b week 3
• Year 2 Maths Homework term 2b week 4 – Extension
• Year 2 Maths Homework term 2b week 4
• Year 2 Maths Homework term 2b week 5 – Extension
• Year 2 Maths Homework term 2b week 5
• Year 2 Maths Homework term 2b week 6 – Extension
• Year 2 Maths Homework term 2b week 6
• 2b Extra Homework for the Easter Holidays
• Year 2 Spelling Homework term 3a week 1
• Year 2 Spelling Homework term 3a week 2
• Year 2 Spelling Homework term 3a week 3
• Year 2 Spelling Homework term 3a week 4
• Year 2 Spelling Homework term 3a week 5
• Year 2 Spelling Homework term 3a week 6
• LA-Produced Maths Homework for term 3a
• Year 2 Maths Homework term 3a week 1
• Year 2 Maths Homework term 3a week 2
• Year 2 Maths Homework term 3a week 3
• Year 2 Maths Homework term 3a week 4
• Year 2 Spelling Homework term 3b week 1
• Year 2 Spelling Homework term 3b week 2
• Year 2 Spelling Homework term 3b week 3
• Year 2 Spelling Homework term 3b week 4
• Year 2 Spelling Homework term 3b week 5
• Year 2 Spelling Homework term 3b week 6
• LA-Produced Maths Homework for term 3b
• Year 2 Maths Homework term 3b week 1
• Year 2 Maths Homework term 3b week 2
• Year 2 Maths Homework term 3b week 3
• Year 2 Maths Homework term 3b week 4
• Year 2 Maths Homework term 3b week 5
• Year 2 Maths Homework term 3b week 6

Leyva advances research on Hispanic-Serving Institutions with $2.4M grant from NSF

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Apr 8, 2024, 9:10 AM

In a study supported by a five-year, $2.4 million grant from the National Science Foundation, Luis Leyva , associate professor of mathematics education and STEM higher education at Vanderbilt Peabody College of education and human development , has made critical progress in research on racial equity for undergraduate Latin* students as mathematics learners and aspiring STEM majors. (Note: The term Latin* responds to (mis)use of Latinx as a gender-neutral term originally intended for explicit inclusion among gender nonconforming peoples of Latin American origin and descent. The asterisk in Latin∗ considers fluidity in gender identities across the Latin American diaspora.)

Leyva directs the P ower, R esistance & I dentity in S TE M Education (PRISM) Research Lab at Vanderbilt, which houses various research projects that build theory and inform practice about equitable educational opportunities in undergraduate STEM with specific attention to issues of intersectionality. Several projects focus on exploring racial and intersectional justice for undergraduate Latin* students as learners in mathematics classrooms and as aspiring STEM majors.

The most recent project is Transformative Inclusion in Postsecondary STEM (TIPS): Towards Justice . Now in its third year, TIPS examines educational practices across STEM departments at colleges and universities with a federal designation as Hispanic-Serving Institutions (HSIs). The project is a collaboration between Vanderbilt and Sonoma State University, an institution that recently received the HSI designation. Leyva serves as a co-principal investigator and directs educational research activities in TIPS.

Leyva and his team are engaged in a research-practice partnership with faculty in the Department of Mathematics & Statistics at Sonoma State. The partnership’s goals are to characterize and develop practices that enhance racial equity to better serve undergraduate Latin* students. The TIPS research has focused on practices of classroom instruction and student support, specifically in courses that are gateways to mathematics and other STEM majors (e.g., calculus, introduction to proofs).

Latin* students in gateway mathematics courses at Sonoma State and the faculty who teach the courses are participants in the TIPS research study. Leyva and his team have collected various types of data about participants’ perspectives and experiences regarding what it means for Latin* students to be served as mathematics learners at HSIs. These data include interviews, classroom observations, and journaling. Using an intersectional lens, the team seeks to understand how race, gender, and other dimensions of social identity shape differences in how Latin* students experience supportive practices in mathematics.

Leyva has disseminated insights from preliminary analyses of TIPS research data at national conferences and invited lectures across the country. Notably, Leyva has published three conference proceeding papers . He also delivered presentations at the Charles A. Dana Center at The University of Texas at Austin and the James L. Curtis Institute for Race & Belonging at Albion College, where he was the Hispanic Heritage Month speaker for the college’s “Dimensions of Diversity” Lecture Series in 2023. Leyva was featured on an episode of the ¿ Qué Pasa, HSIs? podcast , which highlights educational research, practices, and policies for the advancement of racial equity at HSIs. The TIPS research team has also shared project analyses during the Department of Mathematics & Statistics’ colloquium series at Sonoma State.

Findings from the TIPS project’s single-institution case study in gateway mathematics courses at Sonoma State will guide next steps in the research process. Leyva and his team plan to examine the role that practices of racial equity played in Latin* students’ persistence as STEM majors. The team will also examine variation in the development of these equitable practices across different STEM departments with unique disciplinary cultures as well as different types of HSIs (e.g., two-year colleges, research-intensive universities). These contributions aim to enhance HSIs’ institutional missions of providing culturally-responsive learning opportunities, particularly through the robust transformation of organizational and pedagogical practices for the advancement of racial equity and intersectional justice in STEM departments.

“I am excited about next steps in our collaborative work through the TIPS project and future research that promotes justice in undergraduate STEM across intersections of race, gender, sexuality, and other minoritized social differences,” Leyva said.

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