1. The Numeracy Professional Development Project in Secondary Schools Welcome And Introductions

2. Focus of November Training To familiarise in-school facilitators with their role in the project To develop an understanding of the background and scope of the Secondary Numeracy Project To develop an understanding of the number framework and the diagnostic tool To start planning first term workshops with regional facilitator

3. Secondary Numeracy Project This session is about Developing an understanding of the background and scope of the Secondary Numeracy Project The facilitation structure

4. Secondary Numeracy Project What it is... What it’s not... Discuss

5. SNP: What it’s not... A scheme of work or a prescribed sequence of lessons A prescribed structure in your classroom management and organisation A project that will make you devalue all the teaching craft you have mastered A project only for students who struggle with maths

6. SNP: What it is... An opportunity for teachers to develop their teaching strategies by:  Reflecting on current teaching practice  Developing understanding  Trying something new and focus on mathematics education in your school.

7. Vision of SNP to enhance the teaching and learning of mathematics for understanding

8. Learning for Understanding What does that mean to you? Expecting maths to make sense

9. Teaching for Understanding Write eleven thousandths as a decimal: Student response: 0.0011

10. Teaching for Understanding Write eleven thousandths as a decimal: Student correction: Cross off a zero: 0.011

11. Teaching Model Using Material Using Imaging Using Number Properties

12. 7 x 99 Crafting ways for learning... 25 x 99 97 + 56 19 + = 43

13. Vision of SNP to enhance the teaching and learning of mathematics for understanding Supporting Actions: Describe a progression of increasingly sophisticated understanding: Number Framework. Find out what students already understand to use as a starting point for teaching: Diagnostic Interview. Use a teaching approach that progresses from concrete material to abstract mathematical idea. Organise the classroom to maximise learning opportunities.

14. The Goals of SNP SNP aims to give students access to number through understanding how numbers work. SNP aims to develop ways to use these properties in creative ways. (strategy) This structural thinking can then be exploited to develop understanding of algebra. (abstraction/generalisation)

15. An Overview : Jim Hogan

16. Main Research Findings Students learn by thinking in more complex ways Major misconceptions Content knowledge issues All that is taught is not learned All that is learned is not taught See Numeracy Book 3 (research)

17. Stages of Teaching to Think I solve problems by:- Counting Stages 1 to 4 Adding Stages 5 and 6 Multiplying Stages 6 and 7 All with whole numbers Proportionally Stage 8 But now with fractions and decimals.

18. Numeracy Stage Language Counting Additive Thinking Multiplicative Thinking Proportional Thinking And in there is ALGEBRAIC thinking at all levels.

19. Hay! Here’s a problem I buy 36 bales of hay for $4.50 each. How much do I pay for the hay?

20. The Ideal Data? Years 1,2,3Stages 1,2,3,4CL1 Years 3,4,5Stages 5CL2 Years 6,7Stages 6CL3 Year 8,9Stages 7CL4 Years 10Stages 8CL5 Year 11CL6 Year 12CL7 Year 13CL8

21. Could be this?

22. Or this?

23. Houston, we have a problem.

24. A big mismatch problem

25. Teaching Model strategy existing ideas materials imaging the model using properties fold backs constructing new knowledge - links discovering Book 3

26. Student Centered Learning What is the thinking I want my students to develop? It is all about “what happens in the classroom”. It is all about learning.

28. The Facilitation Structure in SNP National Coordinator - Kevin Hannah Resource Coordinators - Michael Drake, Jim Hogan National Facilitator - Peter Hughes Regional Coordinators and Facilitators Sandra CathcartLouise AddisonPip Arnold Jim HoganAnn LeachAnne Lawrence Brian TweedAlison FaganJenn Hudson Michael DrakeDavid PhillippsKevin Hannah Noel Johnston In-school facilitators 2009 - about 35 To date - about 150 including 2009.

29. Secondary Numeracy 2007

30. Role of Regional Coordinators Ongoing support school facilitators. Provide one regional meeting with in-school facilitators each term to plan and discuss details of school workshops. Provide visits during term 1 to help prepare the facilitator for their role of in-class support for their teachers. This will involve working in-class with the in-school facilitator. Visit each school to provide support for the in-school facilitator at least once in terms 2, 3 and 4.

31. Role of In-school facilitator Conduct a series of workshops Provide all teachers with support and training in the diagnostic tool and use of data Provide all participating teachers with in-class support by modelling good practice and reflection Manage resourcing and planning associated with the project Inform the whole staff of the project Liaise with senior management to keep them informed of progress

32. Role of In-school facilitator Positioning the ISF as a facilitator rather than an expert within the project encourages teachers to participate and become creators in the project. Sustainability of the Project in a school is dependent on this Project being introduced to the department as a cooperative collegial venture that affects teachers’ pedagogical understanding. While ISFs are doing much spadework for teachers, they are helping teachers make decisions about delivery in their own classrooms.

34. First Steps Practice the Strategy assessment Meet with your regional facilitators for further planning of workshops and implementation Introduce the framework and diagnostic interview to teachers Let the school staff know what is happening. Keep your school management informed. Conduct the whole class knowledge assessment Start the strategy assessment

35. A Problem Break a stick randomly in two places What is the probability that the three pieces can form a triangle?