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Mathematics Lead Teacher Workshop 1 2011

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Purpose for this session 9.00 – 12.00 Discuss current issues and keep you up to date with current initiatives. Share research and practices for effective mathematics teaching. Develop an understanding of Peter Hughes’ ‘observable behaviour’ indicators.

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Consecutive Sums How many numbers can you make using consecutive sums? For example, 9 = 2+3+4 1=2=3= 4=5=6= 7=8=9= 10=11=12= 13=14=15= What do you notice? Are there any patterns? For the solution, teachers notes and lots of other good rich tasks visit… http://nrich.maths.org/507

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What was a memorable moment for you last year as Classroom teacher Lead Teacher of mathematics Maths Leadership Issues – Needs Analysis

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Keeping you up to date IKAN on nzmaths. New Class Summary Sheet available on wiki. Older versions are still valid. Dyscalculia Rugby World Cup resource PMA day: June 25th Lead Teacher Symposium: September 29th/30th

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Census at School CensusAtSchool is running from 2 May – 10 June for Y5 – 13 students

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www.ruggerland.co.nz Integrated maths units about Rugby World Cup. Maths Task cards (stage related) Online maths practice (basic Facts) Lots more!

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Time for a rugby game

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annawilson@canterbury.ac.nz www.aboutdyscalculia.org

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Slower to compare sets of dots

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Subitising Quickly identifying a random set of dots

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Subitising Quickly identifying a random set of dots

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7 Which is physically bigger? 9 As children with dyscalculia process number symbols less automatically, they may answer this questions slightly quicker as there is less interference of the number itself and can focus on the size.

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Place the 3 on a number line Children with dyscalculia tend to struggle with mental number line development 0 10

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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

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Ministry Subsidised Maths Papers nzmaths homepage: 50% fee paid by Ministry (15 point grad paper=$640, 30 point masters = $1280) 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

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Peter Hughes’ Observable Behaviours ‘Next steps’- we had requests for this last year and thought this activity may be valuable to then take back to share with your staff.

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“Effective teachers understand the big ideas”. The big picture –what do the stages mean?

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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

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Effective Pedagogy in Mathematics Glenda Anthony and Margaret Walshaw Walk around the room and read the ten characteristics of effective pedagogy in mathematics. Stand by the one that most resonates with you. In your group, read more about that characteristic and highlight anything of interest. Share one most interesting or powerful key idea.

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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

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Effective Pedagogy in Mathematics Now read the challenges with respect to that characteristic and discuss what needs further development in your school and how this could be done.

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How could these principles be shared 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

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“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?”

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