Day 1 - 21 March 2025
Making it more consistent for teachers across the country.
A wide variety of achievements and progress, methods, and teaching varied.
Liking math and being good at math are linked to greater success. Teachers not feeling confident teaching math.
Teachers know exactly what they need to teach.
The Refresh process -
Got together and revised, and there is continuous feedback from the sector and lots of drafts to ensure that teachers and students gain success.
Books:
- Effective Pedagogy in Mathematics (little pink book)
- Making it count - teaching maths in years 1-3.
- Accelerating learning in oral language, reading, writing and mathematics
The learning matters:
The strands must be taught equally.
Spending time to share students' thinking, they need the opportunity to share how they used that specifi.c
Always fold back to the materials and then manipulate and talk about it. They need to visualize before they can move forward. Pattern and structure play a big part in maths. They want to apply their learned strategy through rich tasks and word problems.
When we give them a word problem, we need to unpack it more for the children so that we can identify the language and structure of the problem. Spending time on the launch is really important.
Our learners are struggling to understand word problems. They get stuck as they get older, and this starts early with creating word problems so that they can understand and unpack them.
Another way to look at the overview
What is conceptual understanding? It's connecting related ideas, representing concepts in different ways, identifying commonalities and differences, communicating things, and interpreting information.
using assessment to inform teaching
Continuously monitor students' progress - observations, conversations, and low-stakes testing.
Planning the next steps
Using the assessment information promptly - identify the misconception immediately and get them to share their learning.
They can then go home and share with their parents what we are doing and where we are heading.
Create a concept map—what are we learning along the way? Put it on the wall, and then they can use the wall to help them work through the problem. Support the learners along the way.
Planning:
Teaching and learning plans,
Program richness - thought being put into the work and how it supports them to make that progress>
Using assessment information to guide and support them.
Put the vocabulary wall/sheet so that they can have a deep, rich conversation with their peers, which will deepen their learning.
Teaching Resources -
Features of the sequence -
We need to connect our learners to these sequence statements multiple times throughout the year. We need to get into applying through the strand; they need equal opportunity.
Need to change the thinking around the long-term plans,
Rich Tasks -
Rich tasks are meaningful problem-solving and investigation experiences, designed to invoke curiosity and engagement. They should relate both to mathematical contexts and wider contexts relevant to the communities, cultures, interests, and aspirations of students. Rich tasks provide a motivational hook when exploring new concepts and procedures. They can also be used to consolidate concepts and procedures that have already been taught, to develop the mathematical and statistical processeses of Do, and to facilitate the transfer and application of learning to new situations. These experiences often allow students to decide how to approach the task, developing their agency, confidence, and motivation. Teachers design rich tasks that are accessible to all students and offer different levels of challenge. They ensure that students are clear about the purpose of learning, and they consider the core requirements of the task as well as the range of possible responses. As students work on rich tasks, teachers plan opportunities for discussion, collaboration, and feedback. They are actively involved in monitoring, prompting, and questioning during the task, to encourage students to ask questions, test conjectures, make generalisations, and form connections.
These are contexts that are relevant to our community, which are a motivational hook to explore or proving concepts and procedures.
Example of rich tasks at phase 2:
Plan to explore rich mathematical and statistical situations and contextual tasks that are useful and meaningful to the class or community.
› Design tasks that use different contexts or combinations of operations to encourage students to apply their reasoning and knowledge to other types of problems (e.g., using decimals in measurement situations).
› Encourage students to generalise by using questions such as “If I change this, what happens to that?” and “Is there another way to show this?”
› Teach problem-solving and investigation strategies. Support students to read and make sense of a problem – through drawing, using materials, or trying some numbers – and then to identify relevant knowledge, plan how to solve the problem in a sequence of steps, take action to apply their plan (recording calculations with meaningful explanations), and check their findings.
› Give students opportunities to notice and wonder about patterns, structures, and relationships and make statements about them.
Example of rich tasks at phase 3:
› Design investigations where students experience rich mathematical situations, as well as investigations where students use their findings to make decisions in their lives (e.g., making a savings plan). When planning an investigation, help students to identify appropriate questions, as well as the mathematical and statistical concepts, procedures, and representations they will need.
› Design tasks that have multiple entry and exit points and more than one solution or pathway.
› Teach problem-solving and investigation strategies such as:
– making sense of the problem by drawing a diagram or considering previously solved problems to identify strategies that can be reapplied
– trying some sequential numbers, recording the results in a table, and looking for patterns– identifying key information in the problem and connecting it to prior knowledge
– translating a word problem into a linear equation, to solve for an unknown quantity– recording calculations in an organised way, using correct mathematical notation
– checking the reasonableness of findings.
An example of a teaching time:
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