Presentation CM.pptx. This presentation is on

What factors can influence and
enhance student learning in
mathematics within the
classroom and raise student
achievement?

Research
context
Our national maths achievement picture
is poor (ERO, 2024)
Education Review Office (2024). Making it count: teaching maths in years 1-3. Education Evaluation Centre.
https://evidence.ero.govt.nz/documents/making-it-count-teaching-maths-in-years-1-to-3

Research questions
 Why is mathematics identity and learner disposition
important when raising student achievement?
 What are the features of a classroom and learning
environment to support raising student achievement?
 What are important considerations when planning class
tasks?

Mathematics
identity and
learner
disposition
Mathematics Identity
 How students see their
ability within mathematics
and as a learner of
mathematics.
 Students need to believe
they are a ‘math person’.
 Redefine what it is to be
successful in mathematics.
 Change the perception of
who is good at maths.
 More than getting the
right answer the quickest
or following a routine/rule.
Learner Disposition
 How students participate
in mathematics, engage in
activities and qualities they
show towards learning.
 Everyone is on a math
journey
 Asset-based approach
 Move away from focussing
on the answer – answer an
end point. Learning
happens before and after
an answer.
 Acknowledge contributions
all learners make

Find a
partner
Look at your playing card. Find someone with the
same colour and same number.

Presentation CM.pptx. This presentation is on

Classroom and
learning
environment
Focus on student thinking
 Student thinking is more
important than the answer.
 Talk moves are simple
conversational actions to
make discussions
productive and respectful.
 Repeated opportunities
needed to clarify and make
sense of learning.
 Discussions allow students
to hear concepts and
clarify understanding.
 Multiple opportunities to
understand and clarify.
Work in groups
 Class culture – respect for
others, respectful
interactions, equitable
participation, opportunities
to interact and discuss.
 Flexible, random, mixed
ability
 Students placed in groups
with no assumption on
ability to promote
equitable outcomes for all.
 No ability-based groups –
deficit model, negative
effect.
 All smart in their own ways

Find your
new partner
Look at your playing card. Make the number bond to
10 in the same suit.

Planning class
tasks
Learning Approach
 Collaborative problem-
solving approach focuses
on learning rather than
performing or recalling a
procedure.
 Provide opportunities for
discussion and high-level
thinking to allow students
to make connections
 Teacher not ‘over help’ or
‘over explain’ to maintain
the cognitive demand of
the task.
 Struggle is necessary
Types of Tasks
 Tasks need to be planned
for
 Solution or way to solve it
should not obvious
 Authentic contexts and
situations.
 Cognitively challenging
 Genuine problem solving
rather than answering an
equation
 Challenging tasks –
enabling prompts and
extending prompts

Misconception
about problem
solving
I bought 5 cartons of
eggs for our class
breakfast - how many
eggs do I have?
This results in students
completing 5x12=60 eggs which
is a number sentence.
They haven’t solved a problem,
they have solved a number
sentence.
How many eggs will
we need for our class
breakfast?
This problem is open and
requires discussion in a group,
but each group could also get a
different answer depending on
their experiences. If students
can explain and justify their
solution, they have solved the
problem.

Conclusions
Role of the Teacher
 Mathematics identity,
learner disposition,
classroom tasks and class
tasks are all influenced by
the teacher.
 Teachers provide
meaningful opportunities
to experience success
and opportunities to
struggle
 Put the fun back into
mathematics
 Teachers need to rethink
what is is to be successful
in mathematics
 Teaching mathematics is
no longer about the
answer, but the journey
to get there.
Barriers
 Parent and teacher
expectations about what ‘good’
mathematics looks like.
 Parents expect it to be the
same as when they were at
school.
 Parents saying ‘we are not
math people’.
 Ability grouping – pressure to
be in the top group, labels, low
work expectations
 Teacher subject content
knowledge to confidently teach
within an inquiry model
 Time to develop subject
knowledge and time to plan
lessons
 Teachers feeling uncomfortable
with change.

Recommendations
 Start slow, but get started – it is going to take time to embed change
in teacher practice.
 Review assessment practices as current assessment practices are
linear and narrow. Disconnect between inquiry model and
assessment practices.
 Make changes to classroom programmes relating to grouping and
class tasks.
 Believe “everyone is a math person” and “everyone is on a math
journey” (Rhodes et al., 2023).

Rhodes, S., Moldavan, A. M., Smithey, M., & DePiro, A. (2023). Five keys for
growing confident math learners. Mathematics Teacher: Learning and
Teaching PK-12, 116(1), 8–15. https://doi.org/10.5951/MTLT.2022.0225
Useful reading

Presentation CM.pptx. This presentation is on

More Related Content

Similar to Presentation CM.pptx. This presentation is on (20)

More from Michael491107 (13)

Recently uploaded (20)

Presentation CM.pptx. This presentation is on

Editor's Notes