1. Mathematics Lead Teacher Workshop 1 2011

2. 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

3. 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

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

5. 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.

6. 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

7. 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.

8. 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

9. 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

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

11. Slower to compare sets of dots

12. Subitising
Quickly identifying a random set of dots

13. Subitising
Quickly identifying a random set of dots

14. Place the 3 on a number line10
Children with discalculia tend to struggle with mental number line development

15. 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

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

17. Time for a rugby game

18. 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!

19. 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?

20. 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

21. 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?”

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

23. The big picture –what do the stages mean?

24. 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?

25. 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?

26. 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

27. 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

28. 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

29. 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…

30. 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.