The Numeracy Professional Development Project in Secondary Schools

Welcome

And

Introductions

Focus of November Training To familiarise in-school facilitators with their role in

the project To develop an understanding of the background and

scope of the Secondary Numeracy Project To develop an understanding of the number

framework and the diagnostic tool To start planning first term workshops with regional

facilitator

Secondary Numeracy Project

This session is about Developing an understanding of the background and scope of the Secondary Numeracy Project

The facilitation structure

Secondary Numeracy Project

What it is . . . What it’s not . . .

Discuss

SNP: What it’s not . . .

A scheme of work or a prescribed sequence of lessons

A prescribed structure in your classroom management and organisation

A project that will make you devalue all the teaching craft you have mastered

A project only for students who struggle with maths

SNP: What it is . . .

An opportunity for teachers to develop their teaching strategies by:

Reflecting on current teaching practice Developing understanding Trying something new and focus on

mathematics education in your school.

Vision of SNP

to enhance the teaching and learning of mathematics for

understanding

Learning for Understanding

What does that mean to you? Expecting maths to make sense

Teaching for Understanding

Write eleven thousandths as a decimal:

Student response: 0.0011

Teaching for Understanding

Write eleven thousandths as a decimal:

Student correction: Cross off a zero: 0.011

Teaching Model

• Using Material

• Using Imaging

• Using Number Properties

7 x 99

Crafting ways for learning . . .

25 x 99

97 + 56

19 + = 43

Vision of SNP

to enhance the teaching and learning of mathematics for understanding

Supporting Actions: Describe a progression of increasingly sophisticated understanding: Number Framework.

Find out what students already understand to use as a starting point for teaching: Diagnostic Interview.

Use a teaching approach that progresses from concrete material to abstract mathematical idea.

Organise the classroom to maximise learning opportunities.

The Goals of SNP

SNP aims to give students access to number through understanding how numbers work.

SNP aims to develop ways to use these properties in creative ways. (strategy)

This structural thinking can then be exploited to develop understanding of algebra. (abstraction/generalisation)

An Overview : Jim Hogan

Main Research Findings Students learn by thinking in more complex

ways Major misconceptions Content knowledge issues All that is taught is not learned All that is learned is not taught

See Numeracy Book 3 (research)

Stages of Teaching to Think

I solve problems by:-

• Counting Stages 1 to 4

• Adding Stages 5 and 6

• Multiplying Stages 6 and 7

All with whole numbers

• Proportionally Stage 8

But now with fractions and decimals.

Numeracy Stage Language Counting Additive Thinking Multiplicative Thinking Proportional Thinking

And in there is ALGEBRAIC thinking at all levels.

Hay! Here’s a problem

I buy 36 bales of hay for $4.50 each. How much do I pay for the hay?

The Ideal Data? Years 1,2,3 •Stages 1,2,3,4 •CL1 Years 3,4,5 •Stages 5 •CL2 Years 6,7 •Stages 6 •CL3 Year 8,9 •Stages 7 •CL4 Years 10 •Stages 8 •CL5 Year 11 •CL6 Year 12 •CL7 Year 13 •CL8

Could be this?

Or this?

Houston, we have a problem.

A big mismatch problem

Teaching Model

• strategy• existing ideas• materials• imaging the model• using properties• fold backs• constructing new knowledge

- links• discovering Book 3

Student Centered Learning What is the thinking I want my

students to develop?

It is all about “what happens in the classroom”.

It is all about learning.

The Facilitation Structure in SNP National Coordinator - Kevin Hannah

Resource Coordinators - Michael Drake, Jim Hogan

National Facilitator - Peter Hughes

Regional Coordinators and Facilitators

Sandra Cathcart Louise Addison Pip Arnold

Jim Hogan Ann Leach Anne Lawrence

Brian Tweed Alison Fagan Jenn Hudson

Michael Drake David Phillipps Kevin Hannah

Noel Johnston

In-school facilitators 2009 - about 35

To date - about 150 including 2009.

Secondary Numeracy 2007

Region

Approx.Number of In-School

Facilitators(@0.2) Northland 2 Auckland 8 Waikato 5 Massey 5 Wellington 3 Christchurch 4 Dunedin 3 TOTAL 30

Role of Regional Coordinators Ongoing support school facilitators. Provide one regional meeting with in-school

facilitators each term to plan and discuss details of school workshops.

Provide visits during term 1 to help prepare the facilitator for their role of in-class support for their teachers. This will involve working in-class with the in-school facilitator.

Visit each school to provide support for the in-school facilitator at least once in terms 2, 3 and 4.

Role of In-school facilitator Conduct a series of workshops Provide all teachers with support and training in the

diagnostic tool and use of data Provide all participating teachers with in-class

support by modelling good practice and reflection Manage resourcing and planning associated with the

project Inform the whole staff of the project Liaise with senior management to keep them

informed of progress

Role of In-school facilitator Positioning the ISF as a facilitator rather than an expert within the project encourages teachers to participate and become creators in the project.

Sustainability of the Project in a school is dependent on this Project being introduced to the department as a cooperative collegial venture that affects teachers’ pedagogical understanding.

While ISFs are doing much spadework for teachers, they are helping teachers make decisions about delivery in their own classrooms.

First Steps Practice the Strategy assessment

Meet with your regional facilitators for further planning of workshops and implementation

Introduce the framework and diagnostic interview to teachers

Let the school staff know what is happening. Keep your school management informed.

Conduct the whole class knowledge assessment

Start the strategy assessment

A Problem

Break a stick randomly in two places

What is the probability that the three pieces can form a triangle?