Te Mātaiaho - Math & Stats

 4th September 2024

Te Mātaiaho

What is your hook to change?

Begin with experiences, knowledge, and skills in this learning area.

Connecting your experiences, knowledge, and skills with the new shift in this learning area.

Te Mātaiaho - The NZ curriculum.

Having the bi-cultural lens and korero helps with the learning and achievement of the students.

Underpinned by the science of learning

Knowledge rich

Inclusive evidence-informed teaching practices

Clear and easy to use

Internationally comparable

Supporting the development of KC's - Can go to the dos, and they put it into action so that you are showing it to the students.

Important to have a common language that we all talk and that is school wide. 

The Draft - Maths & Stats

Key points from the purpose statement:

In the mathematics and statistics learning area, students study, learn, and appreciate the power and beauty of abstraction, reasoning, and symbolic representation. 

Engaging teaching methods that build confidence through incremental challenges and promote curiosity through the exploration of math concepts help students discover personal enjoyment and satisfaction in the learning area. 

Mathematics and statistics often serve as a universal language fostering collaboration, innovation, and mutual understanding. 

Mathematics and statistics have a history that involves many cultures contributing to innovation and shaping our thinking today.

Through the learning area, students develop fluency and mastery in maths, which leads to pathways into a wide range of industries that rely on maths knowledge and reasoning.

Learning in maths builds both literacy and numeracy. Maths contributes to students’ literacy by developing their oral and written communication, reasoning, and comprehension skills. 

The learning area embodies a structured approach to mathematics that encompasses: › a clearly sequenced year-by-year curriculum › a progressive and cumulative approach to acquiring knowledge, skills, and competencies to build student mastery › teaching guidance on effective practice.

Maths & Stats learning area structure:

As the Overview on the preceding pages shows, there are three elements in the mathematics and statistics learning area: Understand, Know, and Do. › Understand helps connect school maths with the wider world and identifies critical learning in maths. Understand comes alive as students engage in the practices of Do to learn the knowledge embedded in Know. › Know is broken down into six strands that represent the key learning in maths: number, algebra, measurement, geometry, statistics, and probability. › Do includes processes that provide ways of presenting, applying, investigating, manipulating, and connecting the mathematical knowledge in the curriculum. These processes are central to how students learn and apply maths knowledge.

The science of learning: 

https://theeducationhub.org.nz/category/school-resources/science-of-learning/ 

Building the blocks of learning, 

Teaching guidance:

Positive relationships in math - 

Create an inclusive, engaging environment where tamariki can take risks and can use them in everyday life.

Maths mastery and a structured approach to teaching and learning - 

When students have mastered a maths concept, they can accurately and efficiently use it as a foundation for new learning and to solve problems, reason, and make connections between concepts.

Effective use of technology

Explicit teaching

Planning:

These are the times in the day when the children can explore through maths. This is through the daily timetable, whole school etc and ensuring it is intergrated.

Use of standardized assessment tools:

Phase One -Progress outcomes by the end of year 3

In phase 1, students weave together Understand, Know, and Do and use logic and reasoning to investigate, classify, and describe patterns and variations in quantities, shapes, and data. They use materials, number lines, and pictures to visualise these concepts, make connections between representations, and explain their reasoning. They begin to generalise and to understand the properties of numbers and shapes.

It's about keeping the passion that I already have, and then hook them into the new curriculum. Reflect and then look at what I am missing and then ask for help if needed. 

Now is a good time to take stock of what is working well. What is my evidence? 

Math PLD - Day 2 30th June 2025


Year plan

- All statements are covered across the year.

- Order units to build on each other

- Make connections and combine within and across strands.

- Revisit and consolidate

- Consider school or community events for context. 

It is suggested that you cover all strands in one year, but how do you cover all to make it sink in?

Unit Plan

Include information around:

- Understand, know and do,

- Prior knowledge

-teaching sequence by week

- 

Weekly plan

- Balance the componants across the 

Explicit Teaching

Math talk moves