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
1. An ethic of care
2. Arranging for learning
3. Building on students‟ thinking
4. Worthwhile maths tasks
5. Making connections
6. Assessment for Learning
7. Mathematical communication
8. Mathematical language
9. Tools and representations
10.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?
1. An ethic of care
2. Arranging for learning
3. Building on students‟ thinking
4. Worthwhile maths tasks
5. Making connections
6. Assessment for Learning
7. Mathematical communication
8. Mathematical language
9. Tools and representations
10.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
0 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
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
1. An ethic of care
2. Arranging for learning
3. Building on students‟ thinking
4. Worthwhile maths tasks
5. Making connections
6. Assessment for Learning
7. Mathematical communication
8. Mathematical language
9. Tools and representations
10.Teacher knowledge
“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)
lowest priority
• Write each one on a postit
• Place on chart
medium priority • Negotiate the top 3!
Highest
priority Add/Sub Mult/Div
Proportional Thinking
Fractions Decimal
Fractions
Place Value Algebra
Statistics Measurement
Geometry
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
Consecutive Sums
How many numbers can you make using consecutive sums?
For example, 9 = 2+3+4
1= 2= 3= What do
4= 5= 6= you notice?
Are there
7= 8= 9=
any
10= 11= 12= patterns?
13= 14= 15=
For the solution, teachers notes and lots of
other good rich tasks visit…
http://nrich.maths.org/507
Thought for the day
If you believe you can or
if you believe you can‟t.
Either way you will be right.