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Quality Teaching: Mathematics in the
middle years
Ray MacArthur
State Numeracy Programs Conference 20102
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
State Numeracy Programs Conference 20103
Components• Workshop presentations• DVD– Working mathematically with patterns in number– Tape diagrams
• Lesson resources• NSWIT information
State Numeracy Programs Conference 20104
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
State Numeracy Programs Conference 20105
A rhetorical question• We know when our students are on task and
off task but …
… how often are our students in task ?
State Numeracy Programs Conference 20106
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.
State Numeracy Programs Conference 20107
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
State Numeracy Programs Conference 20108
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)
State Numeracy Programs Conference 201010
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?
State Numeracy Programs Conference 201011
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.
State Numeracy Programs Conference 201012
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)
State Numeracy Programs Conference 201013
The Resource
State Numeracy Programs Conference 201014
Workshop Materials
State Numeracy Programs Conference 201015
4:28
Working mathematically with patterns in number
State Numeracy Programs Conference 201016
Patterns in Number Resources
State Numeracy Programs Conference 201017
Tape Diagrams
9:11
State Numeracy Programs Conference 201018
Tape Diagram Resources
State Numeracy Programs Conference 201019
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 [email protected]