Maths design group

With great appreciation and recognition of experince I was invited to be part of the Manaiakalani Maths design group. A group of maths experts accross all the Manaiakalani clusters are meeting with the research team in Auckland this week. We where given 3 readings to read and unpack before we meet. I am really looking forward to the 2 days and will share some of the outcomes. This is a real need accross schools with varied types of mathematics and satistics teaching being implemented. I am also looking froward to again working with Fiona Fox a previous work collegue and good friend who is leading the Maths Research at Manaiakalani. Using Culturally embedded problem-solving tasks to promote equity within mathematical inquiry communities. Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. BES Effective pedagogy in mathematics Using Culturally embedded problem-solving tasks to promote equity within mathematical inquiry communities. Home and cultural contexts and connections. Strength based approach Understanding the cultural values and beliefs which shapes the students Transformative approach-mathematical practices and the use of contextually based problem solving tasks. Home cultures and values become learning tools Complex and challenging problem solving tasks Make connections between different pieces of maths, devise their own solution strategies and explore different solution pathways. High level reasoning and justification. Engagement. Students see maths in their everyday lives. Contextual tasks-Relationships and connectedness Cultural connectedness=active participants Discourse-student voice, teacher questioning to gain deeper learning and conceptual understanding. Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. anticipating, monitoring, selecting, sequencing, and making connections between student responses. facilitating mathematical discussions that are launched through cognitively demanding mathematical tasks—problems that promote conceptual understanding and the development of thinking, reasoning, and problem-solving skills (Doyle, 1983, 1988; Henning-sen & Stein, 1997; Hiebert & Wearne, 1993; Stein, Grover, & Henningsen,1996). Teachers require content knowledge, pedagogical knowledge, and knowledge of students as learners (1) anticipating likely student responses to cognitively demanding mathematical tasks, (2) monitoring students’ responses to the tasks during the explore phase, (3) selecting particular students to present their mathematical responses during the discuss-and-summarize phase, (4) purposefully sequencing the student responses that will be displayed, and (5) helping the class make mathematical connections between different students’ responses and between students’ responses and the key ideas. Launch-explore-discuss By giving teachers a roadmap engaging their students in the discussion of a cognitively challenging mathematical task. BES Effective pedagogy in mathematics 1. An ethic of care, Trusting classroom communities, High realistic expectations, think, reason, communicate, reflect upon, and critique the mathematics they encounter; respecting and valuing the mathematics and the cultures that students bring to the classroom. Safe environment. Inclusive classroom. Teachers care. Connections to culture and home. 2. Arranging for learning, Independently, whole class, pairs, groups. Mixed ability groups. encourage higher level thinking. 3. Building on students’ thinking, students’ current knowledge and interests at the centre of their instructional decision making. Engaging students and the ability to extend through posing questions, and designing new tasks to challenge and extend thinking. Mistakes are building blocks. 4. Worthwhile mathematical tasks, design learning experiences and tasks to engage and extend mathematical thinking that connects to concepts, understanding and meaning. Think for themselves. Think deeply about math ideas and connections. students to make and test conjectures, pose problems, look for patterns, and explore alternative solution paths. Open-ended and Effective teachers understand that the tasks and examples they select influence how students come to view, develop, use, and make sense of mathematics. modelling tasks, in particular, require students to interpret a context and then to make sense of the embedded mathematics. Students need opportunities to practice what they are learning, whether it be to improve their computational fluency, problem solving skills, or conceptual understanding. Skill development can often be incorporated into “doing” mathematics; 5. Making connections, Multi connections within and across different areas and real life. Multi solutions and representations. 6. Assessment for learning, Range of assessment tasks to make students thinking visible. Formal and informal. Teacher questioning. Feedback. Self and peer assessment. 7. Mathematical Communication, Explain and justify, defend positions, examine conjectures, disagreements, and counterarguments. learn how to use mathematical ideas, language, and methods. As attention shifts from procedural rules to making sense of mathematics, students become less preoccupied with finding the answers and more with the thinking that leads to the answers.students to communicate their ideas orally, in writing, and by using a variety of representations. 8. Mathematical language, use and understanding of the terminology that is endorsed by the wider mathematical community. They do this by making links between mathematical language, students’ intuitive understandings, and the home language.Explicit language instruction. Link to home language and multilingual 9. Tools and representations, range of representations and tools to support their students’ mathematical development. Thinking tools. New technologies. 10. Teacher knowledge, Teacher content knowledge and pedagogical content knowledge.