Working like a Mathematicianby Noel Johnson, Otago

• Just for fun

Pathwaysand

Learning Programme Design

National Workshop 1Region

Term 2 2012

Objectives• to develop connected pathways of learning • to revise understandings of the inquiry

process • to revise understandings of Maoritanga in the

context of education • to develop literacy skills

• to unpack 2.9 and 2.14

Plan de jour• Admin and introductions• Stickies for issues and queries, self eval.• Session 1 - Connections AOs and Standards• Session 2 - Scenarios• Session 3 - Marginal numeracy concerns• Session 4 - Junior programmes• Session 5 - Accessing 2.14 • Session 6 - Accessing 2.9• Session 7 – Plenary and Future Workshops

Culturally Responsive Teacher• http://myportfolio.school.nz/artefact/file/do

wnload.php?file=468863&view=92809

• http://www.listener.co.nz/commentary/breaking-the-pacific-tethers/

• http://mathsleadteachers.wikispaces.com/file/view/10+BES+characterstics.doc/218215058/10%20BES%20characterstics.doc

Ako: Teachers can use a range of strategies that promote effective teaching interactions and relationships with their learners. [ Ako means to learn as well as to teach. It refers both to the acquisition of knowledge and to the processing and imparting of knowledge.

More importantly it is a teaching-learning practise that involves teachers and students learning in an interactive dialogic relationship]

Thinking about Inquiry

http://www.inquiringmind.co.nz/WhatIsInquiry.htm

Pathways

Pathways 2

Planning Scenario• Small school• Medium size • Large size

TASKChoose a scenario and using AO’s design a mathematics programme. In groups, 20 mins.

2 3 4 5 60%

10%

20%

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40%

50%

60%

School Data at End of Year 9

School Data at End of Year 9

Small School (Decile 2)Students Ethnicity Features

150 85% Maori Identified low literacyAttendance issues

2 3 4 5 60%

10%

20%

30%

40%

50%

60%

School Data at End of Year 9

School Data at End of Year 9

Medium School (Decile 4)Students Ethnicity Features

400 60% Maori Identified low literacy and numeracy.

2 3 4 5 60%

5%

10%

15%

20%

25%

30%

35%

40%

45%

School Data at End of Year 9

School Data at End of Year 9

Large School (Decile 6)Students Ethnicity Features

1800 50% Maori Identified low literacyGood community support

2 3 4 5 60%

5%

10%

15%

20%

25%

30%

35%

40%

45%

School Data at End of Year 9

School Data at End of Year 9

Report back time

Group to report back 5 mins each and discussion.

Overview of courses planned and pathways.

Old Issues, New Situation

Programmes for students not well served by traditional math programmes.

Low ability Y10 students, how do

they get numeracy?

Old Issues, New Situation

Programmes for students not well served by traditional math programmes.

Students who have 10 numeracy credits

ONLY – now what?

Old Issues, New Situation

Programmes for students not well served by traditional math programmes.

Students who have 14 credits all at Achievement level and NCEA L1.

Now what?

A Solution?• Year 12 Statistics Course along side Year 12

Mathematics Course.

• Who does this pathway fit?

• Possibility, Year 13 might be Calc, Stat and Math in 2013. Hmmmm…

Junior programmes

• What are the big picture ideas for Year 9/10 programmes?

• Do we do NCEA assessment here?

Next slide is nearly last for 1st session.

How to solve a problem

• Read the question• Draw a picture of the problem• Outline your strategy to use• Do the calculations• Answer the task

A successful approach

• 2012 data• TS• 64 Year 11 students

assessed. • 47 passed with A and M. • Nearly 75% success. • Almost all Maori.

End of Session 1

• When Brownie, the chicken farmer travelled to town at 30km/hr he noticed he arrived an hour too early. He noticed that when he travelled at 20km/hr he arrived an hour too late.

• Write a question that we can answer.

Literacy Question

Session 2• The answer is of course

• 24km/hr or 120km or 5 hrs.

• Mrs Brown

• What was the question?

UNPACKING 2 standards

• 2.9 Inference

• 2.14 Simultaneous

• A curious question? If circles are not in 2.2 (non-function), why is y=√x in the secguides?

• Are circles in 2.14?

2.9 Inference

• AME see file 8 and 8.1

• What do students have to learn.

• Discuss boundaries with student work.

• Good info on BLOG/Census at Schools and the aucksec.wiki

2.9 Teaching Sequence

How would you go about teaching this?

What practice activities can I use to make this task more accessible.

Innovation?

2.14 Simultaneous

• AME see file 9.2 and 9.3

• What do students have to learn.

• Discuss boundaries with student work.

• Good info on senior sec guides

2.14 Teaching Sequence

How would you go about teaching this?

What practice activities can I use to make this task more accessible.

Calculators?

Accessible Learning

• What innovative practice activities can I use to make this task more accessible.

SUMMING UP

• WHAT HAVE LEARNED?• Card comment with questions (prompt)

• Stickies questions need answering

• Evaluation forms please.

ACTION

I am now going to …….

Nec time

• Accessing NCEA assessments

• 2.2, 2.9, 2.8, 2.11

• Have you signed the roll check?

• All files on …

• Thank you

• Travel safely