Mathematics Lead Teacher Workshop 1 2011

Purpose for this session 9.15 – 12.15 Discuss current issues Share research and practices for effective mathematics teaching. Keep you up to date with current initiatives 1.15 – 3.00 Developing an ‘expert’ teacher

2010 was a busy year – We looked at …. National Curriculum Standards ! Possible interventions for targeted learning Strand progressions for Statistics, Measurement, Position & Orientation, What was a memorable moment for you last year as Classroom teacher Lead Teacher of mathematics 2011 Maths Leadership Issues – Needs Analysis Please write any current issues onto postits. Place onto corresponding A3 charts

Warm Up Human Graph CensusAtSchool is running from 2 May – 10 June for Y5 – 13 students

Effective Pedagogy in Mathematics Glenda Anthony and Margaret Walshaw Walk around the room and read the ten principles of effective pedagogy in mathematics. Stand by the one that most resonates with you. In your group, read more about that principle and highlight anything of interest. Share one most interesting or powerful key idea.

Principles of Effective Pedagogy in Mathematics An ethic of care Arranging for learning Building on students’ thinking Worthwhile maths tasks Making connections Assessment for Learning Mathematical communication Mathematical language Tools and representations Teacher knowledge

Effective Pedagogy in Mathematics Now read the challenges with respect to that principle and discuss what needs further development in your school and how this could be done.

How could you share these principles with your staff? An ethic of care Arranging for learning Building on students’ thinking Worthwhile maths tasks Making connections Assessment for Learning Mathematical communication Mathematical language Tools and representations Teacher knowledge

Keeping you up to date IKAN on nzmaths. New class summary sheet available on wiki. Older versions of IKAN are still valid. Rugby World Cup resource PMA day: Saturday 25th June Lead Teacher Symposium: Thurs 9th and Fri 10th June Information about Discalculia

annawilson@canterbury.ac.nz www.aboutdiscalculia.org

Slower to compare sets of dots

Subitising Quickly identifying a random set of dots

Subitising Quickly identifying a random set of dots

Place the 3 on a number line 10 Children with discalculia tend to struggle with mental number line development

Interventions for Dyscalcluia Allow extra time Use written and verbal instructions Focus on understanding especially with quantity Reduce need for memorisation Use materials and lots of practice Ask lots of questions Simple adaptations to games

www.ruggerland.co.nz Integrated maths units about Rugby World Cup. Maths Task cards (stage related) Online maths practice (basic Facts) Lots more!

Time for a rugby game

unless they know how much you care! Thought for the day They won’t care how much you know… unless they know how much you care!

Session 2 Developing an Expert Teacher Think of one of your best teachers you had as a child. What qualities and skills did they possess? There is a difference between experienced and expert teachers, and the evidence suggests that the effect on children’s achievement is vast! So what is an expert teacher?

Characteristics of Effective Pedagogy in Mathematics An ethic of care Arranging for learning Building on students’ thinking Worthwhile maths tasks Making connections Assessment for Learning Mathematical communication Mathematical language Tools and representations Teacher knowledge

Take a moment to reflect on your own beliefs……. “How teachers organise classroom instruction is very much dependent on what they know and believe about mathematics and on what they understand about mathematics teaching and learning”. Effective Pedagogy in Mathematics leaflet p.25 Take a moment to reflect on your own beliefs……. “What would a mathematician look like in your class?”

“Effective teachers understand the big ideas”. So, the big picture –what do the stages mean?

The big picture –what do the stages mean?

Assessment for Learning “Effective teachers make use of a wide range of formal and informal assessments to monitor learning progress, diagnose learning issues and determine what they need to do next” Watch the video clip (83-29) How was each child trying to solve the problem? What stages are these children on/moving to? Review the second girl again, - what else do we know about her maths If you were their teacher what would you teach next? How would you do this?

Watch the video clip of the teaching session (4) Review the characteristics of an effective numeracy classroom sheet. Highlight what the teacher is doing. 63 – 29 Why has the boy got the answer 32, how would you respond?

Reflect on your own practice Choose 1 or 2 goals from the sheet to focus on between now and the next workshop. Next session: Group planning – teaching a small group – debriefing. Develop content knowledge

Content Knowledge Needs Analysis Choose from 4 areas below. (specify NZC levels) Write each one on a postit Place on chart Negotiate the top 3! Add/Sub Mult/Div Proportional Thinking Fractions Decimal Fractions Place Value Algebra Statistics Measurement Geometry lowest priority medium priority Highest priority

Ministry Subsidised Maths Papers information available on nzmaths 50% fee paid by the Ministry (15 point grad paper=$640, 30 point masters = $1280) Approved University of Auckland papers: Stage 1: Pedagogical Content Knowledge Edcurric 349 Understanding and Extending Mathematical Thinking Stage 2: Formative Assessment: Edcurric 369 Mathematical Literacy for lower-achieving students Stage 3: Expert Teaching: Edcurric 347 Helping Children Succeed in Mathematics

How many numbers can you make using consecutive sums? For example, 9 = 2+3+4 1= 2= 3= 4= 5= 6= 7= 8= 9= 10= 11= 12= 13= 14= 15= What do you notice? Are there any patterns? For the solution, teachers notes and lots of other good rich tasks visit… http://nrich.maths.org/507

If you believe you can or if you believe you can’t. Thought for the day If you believe you can or if you believe you can’t. Either way you will be right.