In our Mathematics lessons:
- How well are our teachers using formative assessment to elicit evidence of achievement and adapt learning to meet learner needs; and
- To what degree are we enabling students to develop and apply the skills of the Working Mathematically components of Communicating, Problem Solving and Reasoning? Granville South PS Term 1, 2014
How effectively are we engaging our students in their mathematical learning:
* Are our teaching and learning practices developing confidence and positive attitudes towards maths?
* Are we providing appropriate opportunities for them to use mathematical processes of reasoning and communication? (Old Guildford PS, 2017)
* Are our teaching and learning practices developing confidence and positive attitudes towards maths?
* Are we providing appropriate opportunities for them to use mathematical processes of reasoning and communication? (Old Guildford PS, 2017)
Are we developing students who will be logical and creative problem solvers?
* Do the tasks we set allow for the development of Working Mathematically processes?
* Are there opportunities for students to communicate their mathematical understandings to other students and the teacher?
* Are we using the assessment for learning cycle to make learning visible? (Old Guildford PS 2018)
* Do the tasks we set allow for the development of Working Mathematically processes?
* Are there opportunities for students to communicate their mathematical understandings to other students and the teacher?
* Are we using the assessment for learning cycle to make learning visible? (Old Guildford PS 2018)
What's effective teaching?
" Ways of Working" by Peter Sullivan describes six key principles that underpin effective teaching and learning in Mathematics. Click here to download
"5 Principles of Modern Maths Classrooms" details the strategies that should be in place for a maths problem solving culture. They are - conjecture, collaboration, communication, chaos and celebration. Click here to download
SCAFFOLDING: One of the key decisions that teachers make is when to scaffold & when to allow students to grapple. Over-scaffolding may limit thinking and learning. Read this thought-provoking blog by Mark Chubb
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How to engage students?
"Eight Teaching Moves" by Wood et al Try these strategies to increase the participation of each student. Click here to download
"Engagement and Mathematics" below is a short article by Catherine Attard that describes some of the the elements of pedagogy for an engaging primary maths classroom. Click here to download
VIDEO LINK: Motivation and Engagement: Janette Bobis shares insights on how to increase student motivation and engagement in this video found on the National Literacy & Numeracy Week NSW website. And in the article below presents a model, the motivation wheel, along with strategies to increase motivation. Click here to download
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Number Talks
Talk Moves: A NSW DoE poster.
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Number Talks Early Stage 1
This guide has been developed by the Early Stage One teachers at Old Guildford PS. Click here to download
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2+5+8 =?
In this example of a Number Talk the teacher encourages students to use as many strategies as they can to solve this equation, and two others of increased difficulty.
This summary from The Main Idea of "Making Number Talks Matter" describes a 15-minute routine that teachers could incorporate in their maths lessons. Click here to download |