Quality Teaching: Mathematics in the

middle years

Ray MacArthur

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What is it?• A resource for regional

personnel to support their teachers of Stage 3 and Stage 4

• Two 2.5 hour courses registered with NSWIT

• One 5 hour course registered with NSWIT

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Components• Workshop presentations• DVD– Working mathematically with patterns in number– Tape diagrams

• Lesson resources• NSWIT information

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Focus• Provide professional learning for teachers• Further investigate the lesson study model

and Newman’s error analysis• Promote student engagement• Build conceptual understanding for students in

mathematics and numeracy

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A rhetorical question• We know when our students are on task and

off task but …

… how often are our students in task ?

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Newman’s Error Analysis• Read the question to me.• What is the question asking you to find out?• What method could you use?• Try doing it and as you are doing it tell me

what you are thinking.• Write down your answer to the question.

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Lesson Study• “The premise behind lesson study is simple: If

you want to improve teaching, the most effective place to do so is in the context of a classroom lesson”

The Teaching Gap – Stigler and Hiebert

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The Lesson Study Process• Define learning goals and plan lessons• Teach the lesson• Reflect, evaluate and refine the lesson• Teach the revised lesson• Share the study

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Shallow teaching syndrome• The term ‘shallow teaching syndrome’ has

been coined to identify “lessons that present low complexity of problems, which are undertaken with excessive repetition, and absence of mathematical reasoning in classroom discourse”. (Stacey, 2003)

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Shallow teaching syndrome• Is a teacher centred lesson always a poor way

to teach?• Is cooperative learning always effective?• Does the use of technology enhance or hinder

achievement?• Is the use of a textbook necessary?

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Shallow teaching syndrome• Asking which teaching technique is best is

similar to asking a builder which tool is best – a hammer, saw or screwdriver – all have their uses at appropriate times.

• A good toolbox will contain a range of tools.• A good tradesperson knows when to use each

tool and investigates new tools to add to their toolbox.

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Engagement“… teachers and schools can make significant differences to the academic achievement of Middle Years’ students.”

Middle Years of Schooling: A Discussion Paper (DET, 2008)

“It is the teachers and the nature of the curriculum, teaching, learning and assessment practices they construct that make the difference.”

Middle Years of Schooling: A Discussion Paper (DET, 2008)

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The Resource

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Workshop Materials

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4:28

Working mathematically with patterns in number

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Patterns in Number Resources

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Tape Diagrams

9:11

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Tape Diagram Resources

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Distribution of Resource• Resource will be distributed on request to

regional personnel who intend to deliver the course

• Send email request for the resource to ray.macarthur@det.nsw.edu.au