I have been inquiring this year into accelerating the achievement of my learners in Mathematics, targeting specifically those working below the national standard.
I have been developing some hypotheses about how I can best do this, and one theory has come to light after discovering some of my learners were struggling with their maths knowledge. I first noticed they were struggling with new strategies but soon realised it was their lack of knowledge that forced them to revert to lower stage strategies.
I have been doing lots of new Basic facts work in class, but it got me thinking about what basic facts actually are, and whether worksheet-esk activities were the best way to learn them (which is what I had been doing).
I found this great PD Resource for basic facts on the NZ Maths website. It has a really clear way of explaining basic facts, and ideas for helping learners both to understand them and value them.
Check it out here
I really like the idea of explicitly teaching the inverse relationships of basic facts. i.e. if you know "this" then you know "that" sort of thinking.
Credit @NZMaths
I have been developing some hypotheses about how I can best do this, and one theory has come to light after discovering some of my learners were struggling with their maths knowledge. I first noticed they were struggling with new strategies but soon realised it was their lack of knowledge that forced them to revert to lower stage strategies.
I have been doing lots of new Basic facts work in class, but it got me thinking about what basic facts actually are, and whether worksheet-esk activities were the best way to learn them (which is what I had been doing).
I found this great PD Resource for basic facts on the NZ Maths website. It has a really clear way of explaining basic facts, and ideas for helping learners both to understand them and value them.
Check it out here
Examples of Definitions
I really like the idea of explicitly teaching the inverse relationships of basic facts. i.e. if you know "this" then you know "that" sort of thinking.
Credit @NZMaths
Hi Matt,
ReplyDeleteI'm really interested in your inquiry as it links to my own Teaching as Inquiry. I had a similar hunch earlier in the year as I also noticed that number knowledge gaps for my learners created a barrier to solve strategy number problems.
I'm predominantly looking at year 2/3 learners working at stage 3-4 number knowledge.
Would be great to come and observe what you do to engage learners, possibly through music or movement as these aspects link to my own inquiry.
Nga Mihi,
Klara Coulter
Stonefields School
Hi Kiara would love to have you come and observe me. I unfortunately don't use movement or music, however I am currently doing some cool stuff with measurement and linking it back to basic facts.
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