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Published byMarshall Poole Modified over 9 years ago
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The Transition from Intermediate to Secondary Schools in Mathematics Neil Marshall NCEA National Coordinator – Mathematics & Statistics Secondary Mathematics Advisor – Auckland region n.marshall@auckland.ac.nz
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Goals for today Develop an understanding of the challenges students and teachers in tackling NCEA Seek a common understanding of the needs of the secondary mathematics classroom
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General goals All students gain level 1 numeracy in year 11. Provide pathways so as many students as possible can achieve Level 2 mathematics
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Data Students arrive in secondary mathematics classroom working at Curriculum level 3, 4 and 5. Students arrive in secondary classrooms at stages 5,6,7 & 8 of the Numeracy project Stages. Level 1 Numeracy requires students to be working at level 5.5 (Numeracy Unit Standards) or level 6 (Achievement Standards)
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Courses Mathematics is not compulsory in year 11 and schools have considerable flexibility in designing a curriculum and choosing assessments that meet the needs of their students.
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Typical courses High achieving students are usually presented with a course high in algebraic content that also includes geometry and statistics. Low achieving students are usually presented with a course that covers number, measurement and statistics. I believe strongly that, given shifts in teacher pedagogy, the vast majority of students can access the Achievement Standards
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Assessments Look at the two NCEA Level 1 assessments that are designed for low to middle students. What would be the key elements of a teaching and learning programme that supports students to access these assessment tasks? Work in groups and feedback after 20 minutes. No need to do the tasks!
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Key messages Students have to be multiplicative: level 7/8 in year 11 Basics facts – tables please Number is crucial: without it students cannot access algebra. Mathematical literacy is crucial: not just subject specific literacy. Thinking thinking skills: multiplicative, relational and extended abstract
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So please, as far as possible As high as numeracy stage as possible Literacy Thinking Consider constructing coverage of other strands in a way that makes them a vehicle for number, literacy and thinking.
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