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Numeracy keynote SA
Using key numeracy teaching principles as the basis of leading teaching improvement
Peter Sullivan
Numeracy keynote SA
Abstract
• Supporting improvement in numeracy teaching is both demanding and complex. One way to manage the complexity is to have explicit goals for each step in the improvement process.
• After reviewing other similar lists, I identified six principles that can form the basis, individually and together, of improvement initiatives.
• Using the theme of the teaching of fractions, this session will elaborate each of the principles.
Numeracy keynote SA
What is being recommended about mathematics teaching?
How does this connect to the AC?
Numeracy keynote SA
Describing the proficiencies• Understanding – (connecting, representing, identifying, describing,
interpreting, sorting, …)• Fluency – (calculating, recognising, choosing, recalling, manipulating,
…)• Problem solving – (applying, designing, planning, checking, imagining, …)
• Reasoning – (explaining, justifying, comparing and contrasting, inferring,
deducing, proving, …)Numeracy keynote SA
Numeracy keynote SA
The (brand) new UK National Curriculum …all pupils:
become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils have conceptual understanding and are able to recall and apply their knowledge rapidly and accurately to problems reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical languagecan solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
Numeracy keynote SA
• https://www.education.gov.uk/schools/teachingandlearning/curriculum/nationalcurriculum2014/a00220610/draft-pos-ks4-english-maths-science
Numeracy keynote SA
From Impactful practices• Imagine a world where students, in every
mathematics classroom, are actively engaged with worthwhile tasks that promote mathematical understanding, problem solving and reasoning.
Numeracy keynote SA
• Imagine classrooms where the interactions among students, and with their teacher, are focused on making sense of mathematics, alternative approaches to solving problems, and defending, confirming and verifying possible solutions. These are thinking and reasoning classrooms.
Numeracy keynote SA
An aside
• It is not a problem if we have told students what to do
• It is not reasoning if students are reproducing what we have told them
• It is not understanding unless students can explain in their own words with their own ideas
Numeracy keynote SA
What do you see as the most critical aspect of being a powerful learner of numeracy and literacy?• Powerful learners connect ideas together, they
can compare and contrast concepts, and they can transfer learning from one context to another. They can devise their own solutions to problems, and they can explain their thinking to others.
Numeracy keynote SA
Two task examples that we will use as the basis of the later discussion
Numeracy keynote SA
STRIPED RECTANGLE
If the dotted (blue) rectangle represents what fraction is represented by the striped (red) rectangle?
Work out the answer in two different ways.
3
2
Numeracy keynote SA
REPRESENTING A FRACTION
• If this represents 3 , draw what represents 1
(work this out two different ways)
3
2
2
1
Numeracy keynote SA
What is the point of the six key principles ?
• We can all do these things better (although you will find many of them affirming of your current practice)
• Much advice is complex and hard to prioritise• The principles can provide a focus to
collaborative discussions on improving teaching• The principles can be the focus of observations
if you have the opportunity to be observed teaching
AVAILABLE TO DOWNLOAD FREE FROM
http://research.acer.edu.au/aer/13/ aer
Numeracy keynote SA
Key principle 1:
• Identify important ideas that underpin the concepts you are seeking to teach, and communicate to students that these are the goals of your teaching, including explaining how you hope they will learn
Numeracy keynote SA
Numeracy keynote SA
Feedback - better when they know …
• Where am I going?– “Your task is to …, in this way”
• How am I going?– “the first part is what I was hoping to see,
but the second is not”• Where to next?– “knowing this will help you with …”
Numeracy keynote SA
In terms of learning intentions, we know
• It is difficult to describe the purpose of lessons and teachers benefit from discussions about intentions
• The learning intention should – not restrict – nor tell– nor lower the ceiling – but provide focus for the students– and the teacher
Numeracy keynote SA
What would you say is the learning intention for striped rectangle?
This is taken from the lesson plan
• A fraction is a number. • We can compare, add and multiply fractions
just like we do for numbers, even if the calculation process is a little different.
• You will solve the problem for yourself and explain your thinking
Numeracy keynote SA
Numeracy keynote SA
goals
Key principle 2:
• Build on what the students know, both mathematically and experientially, including creating and connecting students with stories that both contextualise and establish a rationale for the learning
Numeracy keynote SA
Numeracy keynote SA
Part 1: Using data
Numeracy keynote SA
• It is as important to know what the students know as it is to know what they do not
• Learning mathematics is not a hierarchy of sequential steps on a ladder, but a network of interconnected ideas
• Students benefit from work on tasks that are beyond what they know– Students at GP 2 can work on GP 4 tasks
Numeracy keynote SA
Numeracy keynote SA
Numeracy keynote SA
Helen has 24 red apples and 12 green apples.
What fraction of the apples are green?
Numeracy keynote SA
Year 5 93%
Numeracy keynote SA
Year 5 24%
Numeracy keynote SA
Helen has 24 red apples and 12 green apples. What fraction of the apples are
green?
• 55% of year 7 students• 67% of year 9 students
Numeracy keynote SA
What does that tell you?
Numeracy keynote SA
Part 2: Connecting with “story”
Numeracy keynote SA
• A chameleon has a tongue that is half as long as its body ...
• … how long would your tongue be if you were a chameleon?
Numeracy keynote SA
Part 3: Creating experience
Numeracy keynote SA
Numeracy keynote SA
Numeracy keynote SA
goals readiness
Key Principle 3
• Engage students by utilising a variety of rich and challenging tasks, that allow students opportunities to make decisions, and which use a variety of forms of representation
Numeracy keynote SA
Numeracy keynote SA
Why challenge?
• Learning will be more robust if students connect ideas together for themselves, and determine their own strategies for solving problems, rather than following instructions they have been given.
• Both connecting ideas together and formulating their own strategies is more complex than other approaches and is therefore more challenging.
• We need strategies to encourage students to persist
Numeracy keynote SA
Related to those tasks above ..
• To what extent– Are they challenging?– Are they engaging?– Do they allow student decision making– Do they encourage different representations?
Numeracy keynote SA
What is 5 + 5 + 5 + 295 + 295 + 295 ?
Number of students that completed this question
1343
Correct answers 413 (30.8%)
Numeracy keynote SA
I prefer questions we work on in class to be
I prefer
learning
how to do
questions
like this
Much harder
About the same
Much easier
TOTAL
By myself
239 290 69 598Working with other
students78 227 162 467
By listening to the teacher's
explanations first 56 140 100 296
TOTAL
373 657 331 1361
Think about the question What is 5 + 5 + 5 + 295 + 295 + 295 ?
Numeracy keynote SA
I prefer questions we work on in class to be
I prefer
learning
how to do
questions
like this
Much harder
About the same
Much easier
TOTAL
By myself 239118
290103
6921
598242
Working with other students 78
1522764
16213
46792
By listening to the teacher's
explanations first5617
14036
10018
29671
TOTAL373150
657203
33152
1361405
Think about the question What is 5 + 5 + 5 + 295 + 295 + 295 ?
Numeracy keynote SA
Quotes from PISA in Focus 37• When students believe that investing effort in
learning will make a difference, they score significantly higher in mathematics.
• Teachers’ use of cognitive-activation strategies, such as giving students problems that require them to think for an extended time, presenting problems for which there is no immediately obvious way of arriving at a solution, and helping students to learn from their mistakes, is associated with students’ drive.
Numeracy keynote SA
goals readiness
engage
Key Principle 4:
• Interact with students while they engage in the experiences, and specifically planning to support students who need it, and challenge those who are ready
Numeracy keynote SA
Numeracy keynote SA
Enabling prompt
Numeracy keynote SA
IF YOU ARE STUCK
• If this represents 7 , draw what represents 2
(work this out two different ways)
3
1
Numeracy keynote SA
IF YOU ARE STUCK
If this represents 11 , draw what represents 5
(work this out two different ways)
Numeracy keynote SA
Extending prompt
Numeracy keynote SA
IF YOU HAVE FINISHED
• If this represents 8 , draw what represents 2.4
(work this out two different ways)
5
4
Numeracy keynote SA
goals readiness
engagedifference
Key Principle 5:
• Adopt pedagogies that foster communication, mutual responsibilities, and encourage students to work in small groups, and using reporting to the class by students as a learning opportunity
Numeracy keynote SA
A revised lesson structure
• In this view, the sequence– Launch (without telling)– Explore (for themselves)– Summarise (drawing on the learning of the students)
• … is cyclical and might happen more than once in a lesson (or learning sequence)
Numeracy keynote SA
Launch
ExploreSummarise
Numeracy keynote SA
CONSOLIDATING THE LEARNING
• If this represents 5 , draw what represents 2
(work this out two different ways)
4
12
1
Numeracy keynote SA
goals
lessonstructure
readiness
engagedifference
Key teaching idea 6
• Fluency is important, and it can be developed in two ways– by short everyday practice of mental calculation or
number manipulation– by practice, reinforcement and prompting transfer
of learnt skills
Numeracy keynote SA
Numeracy keynote SA
One aspect is transfer
• This connects to the consolidating task
Numeracy keynote SA
Another aspect is fluency
7
43+
Numeracy keynote SA
?
3423+
Numeracy keynote SA
35
?13+
Numeracy keynote SA
The unknowns are different
½
??+
Numeracy keynote SA
?
?1.7+
Numeracy keynote SA
? ? ?
? ? ? 0.2+
++
+ +
Numeracy keynote SA
I prefer questions we work on in class to be
I prefer learning how to do questions
like this
Much harder About the same
Much easier TOTAL
By myself 23939.97%
29048.49%
6911.54%
598100%
Working with other students 78
16.7%227
48.61%162
34.69%467
100%
By listening to the teacher's explanations
first 5618.92%
14047.3%
10033.78%
296100%
TOTAL 37327.41%
65748.27%
33124.32%
1361100%
Think about the question What is 5 + 5 + 5 + 295 + 295 + 295 ? (row)
Numeracy keynote SA
I prefer questions we work on in class to be
I prefer learning how to do questions
like this
Much harder About the same
Much easier TOTAL
By myself 23964.08%
29044.14%
6920.85%
59843.94%
Working with other students 78
20.91%227
35.55%162
48.94%467
34.31%
By listening to the teacher's explanations
first56
15.01%140
21.31%100
30.21%296
21.75%
TOTAL 373100%
657100%
331100%
1361100%
Think about the question What is 5 + 5 + 5 + 295 + 295 + 295 ? (column)
Numeracy keynote SA
I prefer questions we work on in class to be
I prefer learning how to do questions
like this
Much harder About the same
Much easier TOTAL
By myself239
17.56%290
21.31%69
5.07%598
43.94%Working with other
students78
5.73%227
16.68%162
11.90%467
34.31%By listening to the
teacher's explanations first 56
4.11%140
10.29%100
7.35%296
21.75%
TOTAL 37327.41%
65714.27%
33124.32%
Think about the question What is 5 + 5 + 5 + 295 + 295 + 295 ? ( % of the overall 1361 responses)
Numeracy keynote SA
I prefer questions we work on in class to be
I prefer learning how to do questions
like this
Much harder About the same
Much easier TOTAL
By myself239 (100%)
118 (49.37%)290 (100%)
103 (35.52%)69 (100%)
21 (30.43%)598 (100%)
242 (40.47%)Working with other
students78 (100%)
15 (19.23%)227 (100%)64 (28.19%)
162 (100%)13 (8.02%)
467 (100%)92 (19.70%)
By listening to the teacher's
explanations first 56 (100%)17 (30.36)
140 (100%)36 (25.71%)
100 (100%)18 (18%)
296 (100%)71 (24%)
TOTAL373 (100%)
150 (40.21%)657 (100%)
203 (30.90%)331(100%)
52 (15.71%)1361 (100%)405 (29.76%)
Think about the question What is 5 + 5 + 5 + 295 + 295 + 295 ?