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March 12, 2022

Article: Practice-based inservice teacher education : Generating local theory about the pedagogy of group work.

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…

Notes and Readings 8 min read
March 12, 2022

Effective Pedagogy in Mathematics/Pāngarau Best Evidence Synthesis [BES]

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…

Notes and Readings 27 min read
March 12, 2022

C&Pa Learning Focused Culture: Pāngarau/Mathematics 2

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…

Curriculum and Pedagogy 24 min read
March 11, 2022

Report: Enhanced teaching and learning of comprehension in Years 5–8: Otara schools

Stuart McNaughton, Mei Kuin Lai, Meaola Amituanai-Toloa, and Sasha Farry http://www.tlri.org.nz/sites/default/files/projects/9220_summaryreport_0.pdf baseline ‘profiles’ of achievement… low decoding levels were generally not a problem; rather, problems included low rates of checking and detecting threats to meaning in paragraph comprehension, and the size and knowledge of vocabulary, which we predicted were posing difficulties in reading comprehension. An unpredicted finding was that while…

Notes and Readings 1 min read
March 5, 2022

Book: Elementary and middle school mathematics : teaching developmentally

Van de Walle, J. A., Brown, E. T., Karp, K., Wray, J. A., & Bay-Williams, J. M. (2019).Elementary and middle school mathematics : teaching developmentally (Tenth edition). Pearson. Chapter 3: Teaching through problem solving (pp. 54-80)  EIGHT MATHEMATICAL TEACHING PRACTICES THAT SUPPORT STUDENT LEARNING. Pg 60 Invites creativity Students enjoy the creative process of problem solving, searching forpatterns, and showing how they…

Notes and Readings 29 min read
March 5, 2022

Report: The Literacy of Mathematics

PETAA – Primary English Teaching Association Australia Pg 2 The basis of representational theory in mathematics education is that mathematics consists of abstract ideas, so we must create representations in order to access and work with these ideas (Goldin & Kaput, 1996). ‘Representational fluency’ in mathematics generally refers to the flexible and adaptive use of multiple representations of the same…

Notes and Readings 7 min read
March 5, 2022

Subitizing: What is it? Why teach it?

Clements, D. H. (1999). Subitizing: What is it? Why teach it? Teaching Children Mathematics, 5(7), 400-405. Subitizing is “instantly seeing how many.”/ ˈsu bɪˌtaɪz / [ soo-bi-tahyz ] Perceptual subitizing : recognizing a number without using other mathematical processes. For example, children might “see 3” without using any learned mathematical knowledge. Perceptual subitizing accounts for some surprisingabilities of infants. Perceptual subitizing also…

Notes and Readings 6 min read
March 5, 2022

Report: Developing mathematical inquiry and argumentation

Hunter, R., & Anthony, G. (2010). Developing mathematical inquiry and argumentation. (pp. 197-206) Pg 198 Motivational and cognitive discourse Motivational discourse is encouraged through creating a space where students feel safe to share their response, secure that risks and mistakes are opportunities for learning not ridicule. Their contributions are valued. Cognitive discourse encourages students to think outside the rote learning,…

Notes and Readings 1 min read

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