Kia Ora, my 2021 inquiry started after collecting my first set of data, when I discovered that 61% of my learners were working well below their expected levels in Mathematics.
During the profiling phase, I used student voice, formative and summative assessments, and referred to their historical data that revealed a widening gap in their achievements over the past years at school. Sadly, many of these students didn’t believe they could be good at Maths, some said that Maths was too hard for them. Interestingly enough, the same students enjoyed much better results in reading and writing.
So I decided to dig deeper into High leverage practices in mathematics to try to accelerate their learning.
We started by co-constructing positive norms, using Talk Moves and having ongoing conversations about the growth mindset. Soon, most of my students began to feel more comfortable doing Maths.
During the planning stage of my inquiry, I looked at international results in maths and referred to research and practice of the most successful countries. I questioned myself, about what they’ve been doing differently from New Zealand and from our school.
I identified many differences but focused on the most crucial findings:
- They use well-designed maths programmes supported by textbooks or digital platforms, not depending on individual teachers’ planning
- They value explicit teaching, use of materials and deliberate practice in order to develop student’s ability to transfer their knowledge and skills
- They often revisit topics to build long-term memory and deepen understanding.
Reflecting on these, I restructured my maths programme to accommodate these best practices. For example, I now allow more time for deliberate practice with a gradual release of responsibilities. Another important skill that I’ve been explicitly teaching and practising with my learners is ‘translating’ word problems into maths equations. This definitely helped to improve their comprehension, critical thinking and problem-solving skills. The mid-year data showed some good progress of my learners and I’m now in the process of collecting term 4 data.
I also extended my inquiry across our school. Supported by the management, we had a staff meeting with a focus on maths data, content knowledge, progressions and understanding of assessments. We planned to have a school GLOSS and JAM moderation. Collectively, we reviewed school expectations for planning, use of resources and delivery of mathematics. I tried to support my colleagues by sharing my practice via class on-air and on my blog, by modelling maths lessons, helping with planning and resources and pedagogy behind them. At the beginning of the last lockdown, I curated and shared a collection of digital tools for online learning.
I believe that the changes that I made this year in my own practice and initiated school-wide will have a great impact on our teachers and learners raising their confidence, engagement and achievements in maths.
Due to Level 3 in Auckland, the Bursts and Bubbles were conducted online. Below is the video I recorded about my inquiry this year and how I have improved my own practice and supported my colleagues. This year wasn't a usual face-to-face teaching year but there was still some great data and evidence that came out of my inquiry.
