If you are looking for a technique to capture ideas that could work well for future ākonga too, you could look into Sketch Notes. Check out this site as a place to start https://www.verbaltovisual.com/what-is-sketchnoting/ You may also have noticed that we give links to many websites/articles. We suggest you start a document to save the ones you might want in the…
Pedagogy of Place What is a pedagogy of place and what does it have to do with you as a learner and as a teacher? Consider this explanation from the point of view of you as a teacher. “Its practices and purposes can be connected to experiential learning, contextual learning, problem-based learning, constructivism, outdoor education, indigenous education, environmental and ecological education, bioregional…
Mathematics: Essential Research, Essential Practice — Volume 1 Roberta Hunter – Massey University Proceedings of the 30th annual conference of the Mathematics Education Research Group of AustralasiaJ. Watson & K. Beswick (Eds), © MERGA Inc. 2007Pages 430 – 439 Pg 430 To achieve such learning communities teachers are required to establish ways in which students can engage in multiple forms…
Cultural Narratives and Status Hierarchies Tools for Identifying and Disrupting Inequity in Mathematics Classroom Interaction Mathematical Discourse that Breaks Barriers and Creates Space for Marginalized LearnersAuthors: Niral Shah and Sandra CrespoISBN: 9789463512121Publisher: BrillPrint Publication Date: 14 Jun 2018DOI: https://doi.org/10.1163/9789463512121_002 Pg 23 …the more students talk in rich ways, the more they learn (Lampert, 1990; O’Connor, 1998) One lens is the sociological concept of status…
Skinner, A., Louie, N., & Baldinger, E. M. (2019). Learning to See Students’ Mathematical Strengths. Teaching Children Mathematics, 25(6), 338–345. https://doi.org/10.5951/teacchilmath.25.6.0338 Learning to See Students’ Mathematical StrengthsAuthor(s): Abbe Skinner, Nicole Louie and Evra M. BaldingerSource: Teaching Children Mathematics , Vol. 25, No. 6 (April 2019), pp. 338-345Published by: National Council of Teachers of MathematicsStable URL: https://www.jstor.org/stable/10.5951/teacchilmath.25.6.0338 339 Children who do…
The 5E Model helps students to use inquiry to connect new information with prior knowledge through practice and reflection
This book surveys and examines different approaches and practices that contribute to the changes in mathematics instruction, including (1) innovative approaches that bring direct changes in classroom instructional practices, (2) curriculum reforms that introduce changes in content and requirements in classroom instruction, and (3) approaches in mathematics teacher education that aim to improve teachers’ expertise and practices. It also surveys relevant theory and methodology development in studying and assessing mathematics instruction.
Classroom instruction is commonly seen as one of the key factors contributing to students’ learning of mathematics, but much remains to be understood about teachers’ instructional practices that lead to the development and enactment of effective classroom instruction, and approaches and practices developed and used to transform classroom instruction in different education systems.
Transforming Mathematics Instruction is organized to help readers learn not only from reading individual chapters, but also from reading across chapters and sections to explore broader themes, including:
– Identifying what is important in mathematics for teaching and learning emphasized in different approaches;
– Exploring how students’ learning is considered and facilitated through different approaches and practices;
– Understanding the nature of various approaches that are valued in different systems and cultural contexts;
– Probing culturally valued approaches in identifying and evaluating effective instructional practices.
The book brings new research and insights into multiple approaches and practices for transforming mathematics instruction to the international community of mathematics education, with 25 chapters and four section prefaces contributed by 56 scholars from 10 different education systems. This rich collection is indispensable reading for mathematics educators, researchers, teacher educators, curriculum developers, and graduate students interested in learning about different instructional practices, approaches for instructional transformation, and research in different education systems.
It will help readers to reflect on approaches and practices that are useful for instructional changes in their own education systems, and also inspire them to identify and further explore new areas of research and program development in improving mathematics teaching and learning.
Higgins & Eden (2015) Practice-based inservice teacher education: Generating local theory about the pedagogy of group work. In Mathematics Teacher Education and Development, 17(2). https://files.eric.ed.gov/fulltext/EJ1085887.pdf Pg 84 They suggested, “we need a pedagogy that is holistic, flexible and complex, which will allow children to present their multiplicities and complexities and their individual and collective diversities” (p. 13). A common response in practice settings…
Anthony and Walshaw (2007). Effective pedagogy in mathematics/pāngarau best evidence synthesis (BES). Wellington: Ministry of Education. BES: Best Evidence Synthesis Iteration TIMSS: The Trends in International Mathematics and Science Study (2006) Numeracy Development Project (NDP) National Education Monitoring Project (NEMP) Teaching and Learning Research Initiative (TLRI) Reflect on how the metaphors of “whanau” and “friendly arguing” are used to promote…
Our mathematics content focus is Place Value. When you get to planning your second session, consider your quick image choice carefully and decide what your mathematical big idea focus will be based around your knowledge of the mathematics within the image itself and your knowledge of the ākonga strengths and capabilities. You may decide to keep your big mathematical idea…