This term we have been changing our pedagogy in regards to the way we teach maths at our school. We start with a word problem and give the children time to notice things about the problem and how/what they need to learn to solve the problem so there so much more student agency around the learning.
The problem can be worked on over a number of weeks with reviews as the children learn more. The problems have been set at a higher level for all the children. The children are encouraged to work together to solve parts of the problem to improve their skills - we discovered that the children were unable to break a bigger number into 'do-able' numbers, using known fact to solve division problems and understand how decimals work.
As part of the follow up to the NOTICE, the children write their own learner pathways recording the learning they need to solve the problem. The planning is reflects the learning needs, we are now planning in response to what they children reflect on day by day. The activities each day are small bites of what they are learning - division of numbers, multiplication of 2 digit numbers, recording remainders as fractions and decimals. Because the children are working collaboratively, they are using the language of mathematics to explain to the others how they solved the problem. With the use of TALK Moves, the children's ability to verbalise their strategies with each other has given the learning more meaning and more purpose.
The improvement in the children's ability to verbalise the ways they are solving the problems has been amazing. When testing their strategy knowledge through GloSS snapshots has made a significant difference and using Seesaw has given them a platform to share their learning with their family and whanau.
Not only has the children's learning improved I know that my teaching has more questioning and the possibilities are endless, especially when my ADHD/ autistic child is solving higher order thinking problems then it is worth it. Also we are using the language of mathematics more as in this TED Talk
The problem can be worked on over a number of weeks with reviews as the children learn more. The problems have been set at a higher level for all the children. The children are encouraged to work together to solve parts of the problem to improve their skills - we discovered that the children were unable to break a bigger number into 'do-able' numbers, using known fact to solve division problems and understand how decimals work.
As part of the follow up to the NOTICE, the children write their own learner pathways recording the learning they need to solve the problem. The planning is reflects the learning needs, we are now planning in response to what they children reflect on day by day. The activities each day are small bites of what they are learning - division of numbers, multiplication of 2 digit numbers, recording remainders as fractions and decimals. Because the children are working collaboratively, they are using the language of mathematics to explain to the others how they solved the problem. With the use of TALK Moves, the children's ability to verbalise their strategies with each other has given the learning more meaning and more purpose.
The improvement in the children's ability to verbalise the ways they are solving the problems has been amazing. When testing their strategy knowledge through GloSS snapshots has made a significant difference and using Seesaw has given them a platform to share their learning with their family and whanau.
Not only has the children's learning improved I know that my teaching has more questioning and the possibilities are endless, especially when my ADHD/ autistic child is solving higher order thinking problems then it is worth it. Also we are using the language of mathematics more as in this TED Talk
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https://www.weareteachers.com/
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