Algebra .....

After analysing assessment information from Term 3 I have identified some ongoing needs for the students in my class. One area of need for mathematics has been identified as spatial patterns, equals sign (algebra).

This has lead me to critically examine my own pedagogy and I realise this is an area in my teaching that needs improvement. Therefore to "fill the gap" in my students learning and accelerate I have made it a priority to engage in conversations with expert teachers in my school, NZ Maths and professional readings to support my teaching.

Here's what I have learnt :

• Start with small steps - students look at patterns, decide what is happening in the patterns lead students to find a way to records their thinking (tables) before trying to decide on a rule for the pattern. 

• "When students problem solve and use a table with geometric pattern tasks, they are taking the first step into the world of functional thinking"  (Friel S.N., Markworth K.A., 2009)

http://mjmorneau.pbworks.com/f/Framework+for+Analyzing+Geometric+Article.pdf

• Friel & Markworth describe the phases of problem-solving of geometric patterns

• Thinking the row number, sequence number as the stage number (n) and the total number of blocks as (t)

Collaborative Planning

Acceleration Market Space Discussions

In our staff meeting we had the opportunity of presenting/ facilitating a table of discussion around acceleration. I choose to participate and show leadership by preparing a discussion around "relevant learning tasks". We had rich discussions in our group about the understandings about the terms "authentic" and "relevant". Here is the google slide with some of our responses. I my opinion this is a discussion that we will continue to have as we work towards acceleration all our students, and enable ākonga to make connections between their prior experiences and learning and their current learning activities

Orchestrating Mathematical Discussion

Anticipation:

Before giving an activity, to antiquate all the answers the students may give.

Really good to do this collaborative planning.

Clear learning intention. To know what you are looking for. 

Monitoring: 

Monitoring sheet of differently levels students could achieve.

What you anticipate can become your monitoring

Questions are key. If you see level 2 working out, you could ask some questions that could allow student to try a higher up strategy.

Selecting:

Select students to share their work, choose students who have achieved the goals you aimed to achieve. Teacher can choose which answers/strategies to share with class.

Sequencing:

Going over a various responses.

"By making purpose-ful choices about the order in which students’ work is shared, teachers can maximize the chances that their mathematical goals for the discussion will be achieved. For example, the teacher might want to have a student present the strategy used by the majority before one that only a few students used" (Mathematical Teaching in the Middle School)

Connecting:

Connecting the Key ideas. 

Deci-pipes

Accelerated learning in mathematics

Here's What:
On my journey for inquiring into accelerated learning to support achievement in mathematics . I have found that I am constantly reflecting on my teaching practise and looking for ways to effectively teach my students.   From my recent observations in class some students have not moved beyond using repeated addition for solving multiplication and division problems.

So What:
To help me understand how I can better support these students,  I read an article from the NZ Maths website.

Some highlights for me was a reminder of the key principles for effective teaching in mathematics. 

1. An ethic of care 

2. Arranging for learning 

3. Building on students’ thinking 

4. Worthwhile mathematical tasks 

5. Making connections 

6. Assessment for learning 

7. Mathematical communication 

8. Mathematical language 

9. Tools and representations 

10. Teacher knowledge

• Practical examples for teaching arrays to solve multiplication and division problems
• Addressing barriers such as lack of confidence which could lead to creating visual flow charts with new facts to be learned
• Revisit inverse nature of mult/div and to reinforce that division equations can be found using known multuplication equations.

Now What:

I found that the deliberate acts of teaching suggested in this reading would be beneficial for the students in my maths club group. So I plan to go through the steps suggested next week. 

First Aid course

Today we participated in a First Aid Course. Our focus was on CPR and using the AED (external defibrillator)

Check for breathing (10seconds)

Open airways

Start CPR - 30/2 ... Children one hand, infants 2 fingers

Press 1/3 distance of chest.

If the patient vomits , turn to side (recovery position) 

If using AED... Remember to keep everyone clear when shocking.