Today we were extremely blessed to have 'the' Bobby Hunter (Prof Roberta Hunter, Massey University) come to our staffroom to run some Professional Development with us.
In all honesty I felt a little bit nervous, when I found out she was coming in. Bobby Hunter had been heavily referenced throughout my Teacher Education, and her work made up a large chunk of literature review in my Honours Dissertation.
Often referred to as 'Bobby Maths', however correctly named DMIC (Developing Maths Inquiry Communities), Bobby introduced to an alternative maths learning approach.
Extract from:
Massey University's booklet
THE NEW CULTURE OF MATHEMATICSTEACHING AND LEARNING
In this ‘communities of mathematical inquiry’ approach
pupils work together to unravel a problem. Children are
encouraged to solve problems on their own, draw on
their cultural backgrounds and even speak in their home
language. And instead of defaulting to Westernised
examples when applying mathematical concepts, teachers
might refer to the weight of a taro, or dimensions of a tapa
cloth. This culturally-tailored feature is a major factor in
breaking down barriers that inhibit many from engaging and
achieving in maths, says Dr Bobbie Hunter of Massey’s
Institute of Education.
I'm really looking forward to giving this approach a go, and am excited to get started.
In all honesty I felt a little bit nervous, when I found out she was coming in. Bobby Hunter had been heavily referenced throughout my Teacher Education, and her work made up a large chunk of literature review in my Honours Dissertation.
Often referred to as 'Bobby Maths', however correctly named DMIC (Developing Maths Inquiry Communities), Bobby introduced to an alternative maths learning approach.
Extract from:
Massey University's booklet
THE NEW CULTURE OF MATHEMATICSTEACHING AND LEARNING
In this ‘communities of mathematical inquiry’ approach
pupils work together to unravel a problem. Children are
encouraged to solve problems on their own, draw on
their cultural backgrounds and even speak in their home
language. And instead of defaulting to Westernised
examples when applying mathematical concepts, teachers
might refer to the weight of a taro, or dimensions of a tapa
cloth. This culturally-tailored feature is a major factor in
breaking down barriers that inhibit many from engaging and
achieving in maths, says Dr Bobbie Hunter of Massey’s
Institute of Education.
I'm really looking forward to giving this approach a go, and am excited to get started.
Comments
Post a Comment