1. Making Your School Count Symposium 2006 Maths and Our Learning Communities “Who makes our schools count?” July 2006 http://www.nzmaths.co.nz/Numeracy/References/Hyland_Numeracy_Symposium.ppt

2. Making Your School Count Symposium 2006 Mandate for Mathematics/Pāngarau Major Government Goal for New Zealand Education since 1998 … Legislative requirement and focus for schools … Focus of Ministry publishing programmes both print and on-line… Focus for preservice and inservice teacher learning …

3. Making Your School Count Symposium 2006 Mandate for Mathematics What is the knowledge data telling us? Stage 6 Students Basic Facts * (NB: L3 of MINZC)MINZC) 2004 % 2005 % Year 414.013.5 Year 527.325.5 Year 634.233.3 Year 732.338.0 Year 832.035.7 * Recalls muliplication facts up to the 10 times tables …

4. Making Your School Count Symposium 2006 Mandate for Mathematics What is the Strategy data telling us? Students at Stage 6 Multiplicative Thinking * (year’s end) (NB: L3 of MINZC)MINZC) 2004 % 2005 % Year 417.417.9 Year 529.629.3 Year 636.135.7 Year 738.037.6 Year 837.335.4 * eg double/halve, rounding and compensating etc

5. Making Your School Count Symposium 2006 Mandate for mathematics Considering this data – If this was reading data what would our response be as principals and lead teachers? Discussion What would our parents expect? Discussion

6. Making Your School Count Symposium 2006 Mandate for mathematics Considering the data Reprioritisation of staffing with an allocation of focussed on in-class support for students “at risk” Teachers focus their teaching on any students “causing concern”. A case for one hour of mathematics daily with regular teaching of arithmetic for all students.

7. Making Your School Count Symposium 2006 Mandate for Mathematics Considering this data – What is it that our secondary schools are wanting and expecting? Consensus from 2005 SNP teachers: “Students arriving at Year 9 competent in Number and number operations (Level 4); i.e. able to start work at level five of the mathematics curriculum and find it easy and enjoyable” (Harvey & Higgins 2005 – in press) Level Three Number; Level Four NumberThree Four

8. Making Your School Count Symposium 2006 Mandate for Mathematics/Pangarau Even within an extensive curriculum have you considered how mathematics and numerical competency underpin: * science? *social studies? * technology? *the Arts ? *physical education and health? Therefore: Has your school allocated sufficient time for effective mathematics teaching and learning?

9. Making Your School Count Symposium 2006 Mathematics – medium term External Support continuing Ministry focus facilitators/advisers web-site national data-base and analysis tools publications access to mathematics education qualifications for teachers pre-service priority for all graduates

10. Making Your School Count Symposium 2006 Mathematics – medium term School - based Support Leadership from the principal Lead Teachers (in-school facilitators) Continuing professional learning focus Focus for all newly appointed staff School staffing priority School budget priority Timetabling priority Individual Ownership by each teacher

11. Making Your School Count Symposium 2006 Who Makes Our Schools Count? WE DO if ….Administration Our principals are fully involved in this priority learning area. Our lead teachers are fully supported including release time and/or management units. Our lead leaders are encouraged to complete graduate and postgraduate qualifications. Our lead teachers enjoy teaching mathematics. Our lead teachers are seen by all staff as leading continuous professional learning in mathematics. We regularly allocate time for mathematics focussed staff and syndicate meetings.

12. Making Your School Count Symposium 2006 Who Makes our Schools Count? WE DO if ….Teaching and Learning Our teachers enjoy teaching mathematics/pāngarau effectively with arithmetic emphsised at all levels. Our children enjoy learning and understanding mathematics/pāngarau with their individual needs addressed. Teaching and learning mathematics/pāngarau involves listening to, and sharing children’s ideas and problem solving strategies The language of mathematics/pāngarau is used in every lesson as a tool for communicating mathematics ideas and understanding.

13. Making Your School Count Symposium 2006 Who Makes our Schools Count? WE DO if …. We have prioritised the time allocated to mathematics/pāngarau. ( at least four hours per week as a minimum) We have allocated additional staffing to support at risk students. All our students progress and achieve on the Number Framework. Teaching rules to get right answers is minimised (although rules or calculators should still be used when the numbers are too complex – stage 6 and above).

14. Making Your School Count Symposium 2006 Long Term Success If we Sustain Effective Mathematics Teaching Our children will develop acuity with the four number operations, with fractions and decimals. All our children will be at least at Stage 7 on the Number Framework when leaving year 8. We will prioritise the time allocated to mathematics/pāngarau without the need for further legislation.

15. Making Your School Count Symposium 2006 MINZC-Level 3 Number Exploring computation and estimation Within a range of meaningful contexts students should be able to: Recall basic multiplication facts; Write and solve problems which involve whole numbers and decimals and which require a choice of one or more of the four arithmetic operations; Return to 3, 4, or 63 4, 6

16. Making Your School Count Symposium 2006 MINZC-Level 4 Number Exploring computation and estimation Within a range of meaningful contexts students should be able to: Write and solve problems involving decimal multiplication and division; Find a given fraction or percentage of a quantity Return to slide 3, 4, or 63, 4, 6