Wednesday, May 27, 2015
Wednesday, May 20, 2015
Thursday, May 14, 2015
Learning session with maths. Teaching the teachers pic.twitter.com/otOjWotceg— Nic Mason (@fuse711) May 11, 2015
If knowledge is 80% or more we can push them higher into stage 6 strategy. We need to widen or broaden if knowledge is low. #maths— Nic Mason (@fuse711) May 11, 2015
Modelling place value strategy using an abacus. 18 + 19. Create a picture in their head. #maths pic.twitter.com/HtAypm3lgL— Nic Mason (@fuse711) May 11, 2015
We want 15 hours of maths teaching and 20 minutes of assessment not vice versa! #maths— Nic Mason (@fuse711) May 11, 2015
Teaching maths by principle not by fact. #maths next door neighbours = 1. 19-18=1 or 0 x 9 = 0— Nic Mason (@fuse711) May 12, 2015
Start giving challenges to rise to, not problems written on the board or worksheets #mathschat pic.twitter.com/sNTf0PwIEi— Nic Mason (@fuse711) May 12, 2015
So much learning can come out of a maths game! pic.twitter.com/xNOZnNCi8V— Nic Mason (@fuse711) May 12, 2015
If you know what makes 90 and you know what makes 10, then you can easily make 100 #mathschat pic.twitter.com/shudb2ED5v— Nic Mason (@fuse711) May 12, 2015
Use 100 bond knowledge to teach strategy. How can knowledge apply to a strategy? Don't teach in isolation! #mathschat pic.twitter.com/DFWNIqboUj— Nic Mason (@fuse711) May 12, 2015
We have just completed two days working with, and learning off Dinah Harvey as our Maths facilitator. One of the key messages I have taken out of this (among many) is “Start giving challenges to rise to, not problems written on the board or worksheets”. Knowledge has to be connected to strategy. It’s the teacher’s job to find the gaps in knowledge when there are blockers in the strategies. Dinah showed us the difference between students who are fluent in using strategies and those who are not.
So, digging deeper, I went looking for my focus groups reports from last year...
I found it interesting how two of the comments were focused on knowledge only. This needs to be a pedagogical shift for some of our teachers and parents. We made the comment that because parents were taught so differently in maths, that it is easier for teachers not to send strategy work home for home learning. Instead, teachers send home knowledge however this only reinforces the knowledge-focused, archaic view on quality teaching of mathematics. One way to overcome this is alter the comment slightly by saying: “The knowledge that will help them with this is...” Also, send home Open-ended, rich tasks. It sends a different message about what mathematics is in every day life.