making your school count symposium 2006 maths and our learning communities “who makes our schools...

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


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 …


Mandate for MathematicsWhat is the knowledge data telling us?

Stage 6 Students Basic Facts *(NB: L3 of MINZC)

2004 %

2005%

Year 4 14.0 13.5

Year 5 27.3 25.5

Year 6 34.2 33.3

Year 7 32.3 38.0

Year 8 32.0 35.7

* Recalls muliplication facts up to the 10 times tables …


Mandate for MathematicsWhat is the Strategy data telling us?

Students at Stage 6 Multiplicative Thinking * (year’s end)(NB: L3 of MINZC)

2004 %

2005%

Year 4 17.4 17.9

Year 5 29.6 29.3

Year 6 36.1 35.7

Year 7 38.0 37.6

Year 8 37.3 35.4* eg double/halve, rounding and compensating etc


Mandate for mathematicsConsidering this data – If this was reading data what would our

response be as principals and lead teachers?

Discussion

What would our parents expect?

Discussion


Mandate for mathematicsConsidering 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.


Mandate for MathematicsConsidering 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 Number


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?


Mathematics – medium termExternal 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


Mathematics – medium termSchool - 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


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.


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.


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).


Long Term SuccessIf 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.


MINZC-Level 3 NumberExploring computation and estimationWithin 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 6


MINZC-Level 4 NumberExploring computation and estimationWithin 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 6

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