Numeracy: Tools and strategies to engage students in purposeful learning experiences

1
Numeracy Tools and strategies to engage
students in purposeful learning experiences

• Andrea Hillbrick
• 2008

2
Overview

• Deepen your understandings about Numeracy
  Learning and Teaching.
• Consider a reading about improving numeracy in
  schools.
• Share and use tools and strategies that are
  transferable to your classroom!

3
Tool kit
Record the tools on a separate piece of paper
4
(No Transcript)
5
Lets create and fill in our appointment clocks
6
Think, Wink and Decide

• Lets use the tool.

7
Professional Reading
8
Professional Reading

• Learn more about the 7 Cs by reading the
  article Principles for Improving Numeracy in
  Schools Alistair McIntosh

9
(No Transcript)
10
(No Transcript)
11

• on CONNECTIONS

What would your bumper sticker say?
9 oclock
12
(No Transcript)
13
(No Transcript)
14

• Adaptations and connections
• Classroom interactions
• Expectations
• Task features
• Tools and representations
• Mathematical focus
• Organisational style
• Reflection

15

• Predict which characteristic will be a focus in
  your school.

16
Characteristics are supportive to

• Professional Learning opportunities
• Personal goals/reflection
• Coaching Focus
• Planning classroom/whole school
• Conversations

17

• Lets explore the characteristics using tools
  and strategies

18
(No Transcript)
19

• Adaptations and connections
• Use teachable moments as they occur.
• Make connections to the mathematical ideas from
  previous lessons, other contexts, and to
  experiences and uses inside and outside the
  classroom.

20
Teachable moments

• Placemat
• A large piece of paper is divided into four
  sections and a smaller square is placed in the
  middle. Each student in a group of four writes or
  draws about their learning. They share their
  ideas and as a group record the main
  message/effective strategy in the centre square.

21
Teachable moments
22

• Form groups of four.
• Select an everyday item from the next slide.
  Individually record your ideas of how you would
  use this item in a teachable moment.

23
Think, Ink, Square, Share

• Think
• Ink
• In your square, share your teaching ideas.

24

• What photo could your students take at your
  school to pose mathematical problems to solve?

2 oclock
25

• Adaptations and connections
• Use teachable moments as they occur.
• Make connections to the mathematical ideas from
  previous lessons, other contexts, and to
  experiences and uses inside and outside the
  classroom.

26
Bundling The students record all their ideas onto
strips of paper. The ideas are categorised into
groups. Each category is given a heading. The
categories can be used to plan paragraphs for
writing or an oral presentation.
27

• Select one idea from your bundles.
• What learning experiences would there be before
  and after this lesson?

8 oclock
28
Classroom Interactions

• Respond constructively to misconceptions.
• Use creative questioning to build on
  student ideas.
• Encourage students to listen, evaluate, and
  build on the ideas of others.
• Hold back from telling, listen attentively.
• Encourage students to explain their thinking.

29
Mathematical Language

• How can I present or introduce the
  mathematical language to the students?
• What are your teaching strategies?

3 oclock
30
Alphabox Assists in brainstorming a number of
items within a category, using the alphabet as a
prompt. Students record words that start with
each letter of the alphabet for any chosen topic
or text. The alphabox can be published as
individual or class dictionaries.
31
Mathematical Language
32
4D Word Frame This strategy involves the students
representing a word in four different ways from
a text, dictionary, own experience, symbolic
picture.
33
(No Transcript)
34
Mathematics Domain - Learning and Teaching
Support Other Resources
35
http//www.amathsdictionaryforkids.com/
36
Word splash Word Splash provides a useful
framework for eliciting students prior knowledge
and to introduce or revise mathematical language.
37
(No Transcript)
38

• Create a word splash for a mathematical idea.

10 oclock
39

• Respond constructively to misconceptions.

40
Standards and Progression points
41
Early fraction ideas with models 2.5
42

• Use creative questioning to build on student
  ideas.

43
Encourage students to explain their thinking.
This question
44
Expectations

• Have high but realistic expectations of all
  students.
• Promote and value effort and risk taking.

45
(No Transcript)
46
How do I learn more about the mathematicians in
my classroom?

• Mathematics Online Interview.
• Assessment Framework for Multiplicative
  Thinking.
• Fractions and Decimal Online Interview.

47
(No Transcript)
48
Task Features

• Choose tasks that engage students.
• Structure tasks for different possibilities,
  strategies and products to emerge.

49
Working mathematically stimulates our sense of
mathematical inquiry problem posing and problem
solving, modeling and investigation.
50
Split screen thinking
Working Mathematically
51
(No Transcript)
52

• Overview of real world situations in working
  mathematically includes
• Identify mathematical situations addition,
  subtraction, multiplication and division.
• Identify mathematics in everyday life
• Show growing appreciation that, mathematics is
  useful in the real world

53

• Develop simple mathematical models
• Appreciate the use of mathematics in other times
  and places
• Choose appropriate procedures and functional
  models

54
Working mathematically
mathematical knowledge has accumulated from
encounters with the real world, and draws its
value for most of us from its links with the real
world and its power enabling us to deal with
everyday life. Principles for improving
numeracy in schools Alistair McIntosh, 2002.
55
What could be the learning experience?
56
Create a model of the packets in relation to the
contents.
What could we measure in the classroom using the
packet?
What notes and coins would you need to purchase
the goods?
What would be the cost per individual packet?
What are the dimensions? Can you make a packet
twice the size?
57
Behind the Door Used to sort information into
four categories using a question and answer
format. Fold a piece of paper in half lengthways,
and cut three slits in the top half to make four
doors that, when lifted, reveal the answers.
58
Real world situations

• Lets use a Behind the Door to explore real world
  learning experiences for three areas of
  mathematics.

11 oclock
59
Tools and representations

• Assist students to translate between different
  representations and contexts.
• Use a range of materials, representations and /or
  contexts for the same concept.

60
Learning contexts

• Games
• Literature- based tasks
• Print and electronic texts
• Open-ended tasks
• Real-life experiences
• Thinking Tools
• ICT

61
www.andreahillbrick.com.au
62

• Think board/ Four way guide
• The students present their mathematical ideas in
  four different ways.

63
(No Transcript)
64
Flowchart A series of 2D boxes joined by arrows
designed to show how events or aspects of a
process relate to each other.
65
PowerPoint quizzes http//www.jc-schools.net/tutor
ials/PPT-games/ Download the templates and change
them to cater for your needs. The games can be
teacher and/or student generated.
66
http//www.jc-schools.net/tutorials/PPT-games/
67
Mathematical Focus

• Make the mathematical focus clear to students.
• Promote general thinking skills.

68
Focus on important mathematical ideas and make
them clear to the children.
69
(No Transcript)
70
(No Transcript)
71
(No Transcript)
72

• Using the rating scale 1 5
• How would you rate your strategies to make the
  mathematical focus clear to students? Why?

73
Organisational Style

• Use a variety of group structures and teacher
  roles.
• Focus students mathematical thinking with an
  introductory activity.

74
Random Input Box Encourages students to think
creatively and make connections between the word
drawn from the box and a mathematical idea.
75

• Lets use a T chart to explore the Random Input
  box.

76
Building on what students already know and are
able to do
77
Teaching approaches
78
(No Transcript)
79
Reflection

• Reflect on the lesson effectiveness, content,
  students responses and learning.

80
(No Transcript)
81
(No Transcript)
82
Final Reflection

• Lets use the strategy Think, Wink and Decide.

83
Tool kit
Think, Wink, Decide
Top Ten Chart
Word splash
placemat
Right angled thinking
alpha box
84
Create a top ten chart
85

• Andrea Hillbrick
• Educational Consultant
• Learning Essentials with Andrea Hillbrick
• www.andreahillbrick.com.au