Making Sense of the Mathematics Standards. Overview: Key messages and introduction to the Mathematics Standards. Problem solving to make connections between:

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Mathematics Standards

Presentation transcript:

Making Sense of the Mathematics Standards

Overview: Key messages and introduction to the Mathematics Standards. Problem solving to make connections between: The New Zealand Curriculum Mathematics Standards The Number Framework. Assessment and Overall Teacher Judgement (OTJ). Reflection.

Purpose of this session is… For school leaders to gain a greater understanding of the Mathematics Standards. To enable school leaders to support their staff as they begin to implement and integrate the Mathematics Standards alongside the New Zealand Curriculum.

Mathematics Standards Key Messages: The purpose of the Mathematics Standards is to promote quality teaching and learning in every New Zealand classroom and success for all students (Page 6 Mathematics Standards). A continuation of numeracy PD, not new, part of the next phase. Effective teaching and learning is the key.

“To be numerate is to have the ability and inclination to use mathematics effectively – at home, at work and in the community.” (back cover page of NDP books)

Unpacking the Mathematics Standards (pages 10 and 11) Identify and highlight some key messages underpinning the Mathematics Standards. Discuss in your groups how the mathematics standard example on page 11 is set out and key points to emphasise with your staff.

Feedback from the consultation: 1.Dimensions not liked or understood. Decision: changed to strand organisation which is much clearly linked and aligned to NZC. 2.Level of standards set too high, particularly at Year 7 and 8 level. Decision: The level of the standards will remain the same. They align directly to the levels in The New Zealand Curriculum. 3.The focus on number seems to have gone. Decision: The focus on number remains. The articulation of this has been strengthened with statements and diagrams included in the standards.

Solve these problems: There are 39 children on the bus and 28 more get on. How many children are there altogether? I had $107 and spent $98 on a dress. How much money did I have left?

What are the connections between.. The New Zealand Curriculum Mathematics Standards The Number Framework

Meet Hamish. How did he solve these problems? Now place Hamish on the Number Framework (Book 1, page 15 onwards).

12345 After 1 year After 2 years After 3 years End of Y4 End of Y5 End of Y6 End of Y7 End of Y Curriculum levels Mathematics Standards Numeracy Strategy Stages

12345 After 1 year After 2 years After 3 years End of Y4 End of Y5 End of Y6 End of Y7 End of Y Curriculum levels Mathematics Standards Numeracy Strategy Stages HAMISH

Assessment in the NZC (page 39) The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that it provides……

Assessment Key Messages (page 12) When assessing a student’s achievement and progress, the teacher needs to make an overall teacher judgement (OTJ) about the student in relation to the whole standard (paragraph 1). A strong understanding of Number is vital …..the expectations for Number are the most critical requirement for meeting a standard” (paragraph 5). …independently and most of the time (paragraph 4).

Making an overall teacher judgement (OTJ) in relation to the Mathematics Standards.

PAT asTTle Portfolios Exemplars Sample books Teacher-made tests Interactive Observing Questioning Listening discussion The Healthy Pyramid Practice Classroom Assessment Information Source Use Little Use Some Use Lots For STRENGTH of information, use multiple samplings from multiple sources. NZEI Te Riu Roa and Lester Flockton, Aligned to learning goals

Reflection: As school leaders what key messages from this session would you share with your staff? If you wish to have access to this powerpoint it will be put on the wikispace.