What did I learn I also learned ALiM at Waipahihi 2012 was 10 week programme for 2 groups of students. Its purpose was to raise maths achievement of those students JUST BELOW. Data Yr 4 was our target in maths 2012.

Gloss testing over a number of yr 4 students to choose the best group.

Pat testing before (test below yr )and after (test at yr).

50% of group Maori..all girls!! Why 2 groups... one group "in-class" and one group "withdrawn". 45 min of intensive teaching for each group at least 4 days per week. "CLIMBER" was chosen as a metaphor. C..counting

L..learning something new

I ..I can do....

M..Maths problems

B...Basic facts

E..End Game

R..Reflection You can achieve wonders with small group instruction!!! My Goals and so Inquiry Question To raise confidence in maths

To increase dialogue in maths

To decrease the reliance on "counting on"

To encourage "risk-taking" and "having a go" What impact will deliberate use of DISCOURSE IN MATHS have? Children didn't listen to each other. When one person talked the other switched off. Research: The value of a reflective journal

Jasmine

Today in Maths I learnt about ½’s

I think I know my doubles like 900 + 900 =1800

Eria

I don’t like it when I get my maths wrong

I am pleased I can do 41 + 41 = 80 and do problems with it

I need to practise my maths and say to myself ‘do not give up’

I am better at my maths because I am now good at Rm19 maths (her class)

Nicola

Today in maths I learnt my 10’s and 1’s like this, I add my 1’s into my 10’s 30 + 4 = 34

I like maths because I can do it really good

Now I understand about joining numbers together and I am happy

Lily

Today I learnt about splitting the 1’s away

Today in maths I learnt to read big numbers

I have to try not to use counting and learn my friends to 10

Rajena

I don’t like it when I have to work by myself

Now I understand decades. This is a decade 30, 10, 50, 1230

I learnt how to do my divided byes like 30 ÷ 5 = 6. This is the divided by sign ÷ I am getting better at adding big numbers The improvement Next time Trend: general tendency or direction

Assumption: the act of taking something for granted

Issue: an outcome or consequence

Evidential practice has to be based on evidence not on assumptions. Trends, Assumptions, and Issues Trend: Most ALiM programmes focus on additive strategies

Possible Assumption: Students need to master additive thinking before they can access multiplicative thinking

Issue: For students in Years 5-8 this overemphasis on additive strategies can put a cap on their development and keep them at Stage 5 – Level 2 for too long. Multiplicative thinking is key to achieving at Stage 6 - Level 3 and more emphasis needs to be placed on working with multiplicative strategies. Additive Strategies Trend: A majority of ALiM programmes have focused on developing number knowledge

Possible Assumption: Number knowledge for a particular stage must be secure before strategies can be developed

Issue: Achievement needs to assessed within the context of solving problems and explicit links need to be made between the tools (knowledge) and the construction (strategy). Strategy builds knowledge. Knowledge Focus Trend: All ALiM programmes to date have had a Number strand focus.

Possible Assumption: ALiM is about achievement in Number.

Issue: ALiM is about achievement in Mathematics and Statistics. Students engagement and self concept as a mathematics learner may be improved by working within the context of other strands and focusing on things which enhance their feelings of competency and independence, such as learning to tell time, read maps, use bus or train schedules, etc. Number focus Trend: Some ALiM programmes are heavily balanced towards number knowledge drills and practice

Possible Assumption: Numbers are more important than problems, or problems are too hard until you know enough about numbers

Issue: Students must be assessed within a range of meaningful contexts that require them to solve problems and model situations. A problem solving focus in ALiM builds confidence and independence if the context is relevant and engaging. Numbers B4 problems Will talking about maths improve maths?? It is best for the children

when close dialogue is had with the teacher Children like to get the answer...

to get it right try to get away from this

Some problems take time and do not have an

immediate answer Bonds to 10/100 and inbetween

The 10ness of numbers Listen to the children...really listen to what they are saying/wait for them to say it, they do not think like you.

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# Inquiry into Maths

A journey for 10 weeks with 2 groups of 6 students.

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