Where do I go for inspiration on teaching math through inquiry?

Just to challenge your thinking about the way we teach math and use inquiry check out this amazing blog. 

Authentic Inquiry Math 


I could spend hours on this site. Its fantastic place to begin before planning any math subject.

Ideas

Personalising Learning using BYOD and e-asTTle

Making maths real!

WOW! If only we could capture kids with every maths lesson like this!

Why maths is frustrating!

Need a giggle about how frustrating maths teaching can be?

Cluster Maths Symposium 2015 - Presentation

Click on the image to view cluster symposium slideshow - Maths Yr 5 - 8

For more information please email Laetitia @
laetitiadevries@merrin.school.nz

Creating a Community of Self Directed Learners

Click on image to view presentation from workshop 

Creating a Community of Self Directed Learners. 

For more information please email Laetitia @ 

laetitiadevries@merrin.school.nz

What are some challenges your school has within the Numeracy Project framework?

Negatives / Challenges

• parents lack of understanding
• mixing strategies confusion
• fails more able children
• teacher attitude
• numeracy project labels levels then you teach at it. We should be challenging, not working at their level
• Its a good resource not a program, some great lessons, a lot of garbage doesn't cater for bottom half, ESOL etc
• Requires ongoing PD, teachers get stuck in pink book not moving kids on, teaching in order not linking big ideas
• Less structure with lots of strategies
• Not enough strand
• Needs to be revisited to be realigned to encompass technologies
• Takes maths out of real world context
• Format of books is too wordy and unappealing
• Place Value has become weaker since NP
• Terminology - lots of confusion
• Lots of teacher talk instead of independent working
• Not enough time!
• Huge content to cover
• By  Yr 7 & 8 NP not relevant
• Teachers have to relearn their own strategies
• Basic facts are still vital
• Teachers knowing each level

Positives

• Provides consistency of what is expected
• NP encourages independent thought and problem solving
• New teachers who are trained in NP have a positive attitude towards it
• Integrates strands and strategies together
• Makes maths make sense!
• Creates opportunities for math discourse
• Provides all the tools for teachers to intensively teach to get kids through
• Like any resource its only as good as the teacher implementing it. 

Questions
What is the expectation from ERO to use NP at Yr 7 / 8?
Is it used at High School?
Are we preparing children for their next level?

How are you moderating across the math Curr within your teams /school?

Currently being done by
Teacher Conversations
Teacher obs
PAT's, easttle, IKAN snapshots, Gloss, 
OTJ's 

Comments Made:
Moderation done at a National Level via easstle testing on a regular basis
OTJ's - need to be data supported
Other areas are dominating the maths pd
Have identified a need for moderation but not there yet
Has been differences of OTJ's between teams and individuals
Triangulation understanding is variable
Different assessment and teaching between teams
Need time to develop understanding across levels
Becomes challenging when placing children on the cusp
Need for moderating to develop clear consistent language, expectations and understanding across the whole school. Need to involve Junior school to promote value of progressions by the time the students reach Yr 5 up. 

Elephant in the Classroom - Book recommended (maths)
Bobbie Hunter - Maths as an inspiration

Ways we could moderate across cluster:
Online samples
Docs
Webinar conversations
Develop school wide exemplars then share with cluster 
Post samples online for cluster to place - develop shared lang across cluster. 

New Goals and Inititives from Symposium.

Fractal Leadership allows for everyone to explore new ideas and initiatives but still be part of a collaborative team. To assist in the development and strengthen the skill base in a team requires people to follow their own inquiry. We have explored both individual quests but also school directions that have been shared, discussed and agreed upon. 
These may be the beginning of your own teacher inquiry. 

A reminder of the goals set for the cluster

Yr5-8 maths

• moderating within schools and across a cluster
• explore strengths and weaknesses of current practice
• transitions between Yr6-7
• Challenges within the numeracy framework
• working collaboratively

Merrin School

Some Individual Journeys 

Developing Flipped classrooms

Powerful Questioning

Team and schoolwide moderation practices

Final goal for group to develop; 

Moderation practice within teams and across teams within our schools

Avonhead School

Some Individual Journeys 

Visual Pathways

Developing learning conversations

Using technology to organise and support teaching

Math Discourse

More Student Centred 

Technology to enable learning

Sharing and discussions between schools and teams

Final goal for group to develop; 

Sharing of ideas within teams, across teams collaborative teaching

Westburn School

Some Individual Journeys 

Flipped Classrooms

Sharing across team, school and cluster

workshop teaching

Visual Pathways - tracking independent learning of knowledge

Final Goal for group to develop; 

Flipped Classrooms & self directed Learning

Russley School

Some Individual Journeys 

Self regulated learning

Workshop Teaching

Math Discourse

Final Goal for group to develop; 

Self Directed Learning

What Skills Do We Have in Our Cluster

If you are looking for support in developing a new initiative, programme or idea these people / schools are great points of contact. If your name is missed out please add to the list. Thanks for sharing. 

Westburn
Individual Strengths
Using formative assessment to meet student needs / set targets. - Jayne
Self directed learning programme - Nicole 
Problem Solving - thinking outside the box - Nathan
Flexible Teaching - Louise
Being developed
Self directed learning and flipped classrooms - Cara
Moderation 
Strengths in Team Approaches - 
How to set High Expectations within the classroom Yr 5/6
Fluid Grouping, self directed learning

Russley
Individual Strengths
differentiation - Leigh
Engagement - Chris
Discourse - Charlotte
Creative use of strategy - Pete
Mathematical concept curr - Pam
Being developed
Self directed learning matrices (rubrics, next steps) - Pete / Chris
Involving children in planning - Charlotte
Extending and enriching high ability - Megan
Catering for students with similar gaps - Kari / Phil
Leading and mentoring PRT to teach maths in a manageable way - Leigh
Strengths in Team Approaches 
Team communication
Using resources effectively 

Merrin
Individual Strengths
Self directed Learning and curr design - Laetitia
Using technology purposefully in the maths classroom - Laetitia
Creating a community of learners - Laetitia
Visual Pathways - Laetitia
Extending G&T Shane / Cherry
Teaching Strategy - Urmi
Using concrete materials and use of visuals for struggling learners - Urmi, Lisa, Becky, Shane
Modern Learning Environments: Laetitia, Shane, Lisa, Becky, Urmi, Cherry
BYOD - personalised learning through technology - Shane, Laetitia, Urmi,Lisa, Becky, Cherry, 
Being developed
Workshops that provide choice and direction in learning - Urmi, Becky, Cherry, Lisa, Shane
Personalising learning with technology - Shane, 
Data Wall - Lisa, Shane
Strengths in Team Approaches 
Providing extension
Collaborative Planning 
Data Tracking

Avonhead
Individual Strengths
Making maths fun - BR / AT
Starters / Hooks - DB
Problem Solving - BR / AT
Contextual Learning - AR
Inclusion of tech - MR
Homework Book - AWS
Being developed
Specialised Intensive Teaching - BR / DB / SG
Extending students - AR
Inclusion of Tech 
Strengths in Team Approaches 
Fluid grouping
utilising teaching strengths
Learning Space
International Testing
Learning support

Ideas

Workshops

In Year 5/6 at Merrin, we are trialling workshops with our children. The children have been tested and each element of the test had a learning intention attached. The children then highlighted the intention that they needed to work on. The workshops are called the same name as the intention, however, they are framed in the form of a question. During the workshops the children are asked for different strategies to solve the problem. E.g. How can we add 3 three digit numbers? The children are given a follow up activity to complete during the workshop and to complete the next day.

Our First Cluster Gathering

Welcome to our North West Cluster 2015 Math Symposium 26.02.15 8.30am Welcome and Introduction to cluster goals Meet the Mathmagicians 8.50am The Problem with Maths 9.00am Showdown What are we doing well? Recognising and sharing what we do well already within our schools. 10.00am Smackdown! Collecting online resources you use to support teaching of maths, collaboratively creating a databank of resources for year levels. Be prepared to share! 10.30am Morning tea 11.00am World Cafe So why are we here? Identifying our common challenges 12.40 - 1.20 pm Lunch 1.20-1.50 Workshop 1 2-2.30 Workshop 2 2.40-3.10 All together now. Pyramid of ideas! Defining a direction for you and your school. 3.10-3.30 What now? Continuing our journey with a collaborative Inquiry approach 3.30-4pm Conclusion Nā tō rourou, nā taku rourou ka ora ai te iwi With your food basket and my food basket the people will thrive