Monitoring the Effects: Term 3 e-asTTle Comparison Reports (Maths)

In this post, I'd like to share two e-asTTle comparison reports based on the latest assessment conducted in September by my Year 3 and 4 students. I have nine Year 4 students in my class but only two of them didn't sit this test due to their overall learning difficulties (they focus on their IEP goals). There is no e-asttle data available for Year 3 students from other schools.

Using the concept of repeated measures, I've been tracking my students' progress in maths and sharing their results with both them and their whanau. We looked at their individual reports to set up new goals and to see how far they've come and how much they've grown. It was a great opportunity for my learners to talk about their successes and next steps during our end of Term 3 Tamariki Korero. 

Report #1.  How are my students doing compared to students in ALL other NZ schools?

Report #2.  How are my students doing compared to students in SIMILAR schools (low decile)?

E-asTTle offers a range of individual and group reports that I've been using as formative and summative assessments to guide my students toward their learning success. Along with other assessments, I use e-asttle to keep a close eye on student progress and needs and to make teaching adjustments as needed. 

Next year, I will administer the same test at the beginning of Term 1 and then each term to collect data for e-asTTle progress reports and to compare them with PAT results (out of my personal curiosity).

Optimising Maths Programme: a comprehensive Weekly and Daily Planning Approach.

As we're approaching the end of term 3, I'd like to share my team's innovative weekly and daily planning format, designed to make our maths program transparent to all stakeholders: teachers, relievers, students and whanau. Through collaborative efforts with my team, we've refined our approach to create engaging learning experiences that are visible, accessible, rewindable, practical and efficient. Explore our format, complete with built-in formative assessments and easily accessible teaching and  learning resources. Our planning promotes academic growth while enhancing teacher capability and subject knowledge, nurturing student agency and strengthening connections with whanau.

The structure of the weekly and daily planning has been working well for our year 3-6 classes. Students are seen twice a week with a flow of purposeful activities to practice new concepts and maintain their maths knowledge.

Built-in assessments. Using ARBS, ixl.com (but it can be any math program, including StudyLadder, Splash Maths, etc), book tasks and Figure Me Out activities, teachers are collecting rich evidence of student progress and identifying their next steps - built-in formative assessment for learning.

This structure also allows for visible, accessible and rewindable learning. From my own experience, the students who were absent from school used this planning to continue learning and work on the same topics as the students at school. I only had to do a couple of quick workshops to support them when they returned.

Revision and review. This planning helps to review and revisit the topics when students are working independently on their own maths goals (self-reflection and teacher feedback)

Reliever-friendly. Relievers were also able to pick up this plan and continue to teach according to the weekly plan with limited learning interruptions.

Whanau feedback is also positive. Parents have commented that they know exactly what the kids are learning, and, according to some parents, this format has helped them better understand their child's math education (which was an interesting comment).

Planning explained:

Causal Chain - Improving Teacher Practice and Student Outcomes in Mathematics

I've thought through my Causal Chain to identify the specifics of my inquiry and gain a deeper understanding of how I've been supporting teachers and improving student achievement. 

I'm very excited to be part of the Manaiakalani Maths design group. It's been amazing to experience the team's passionate commitment, deep knowledge and inspiring energy. I eagerly anticipate our continued collaboration and the transformation of our ideas into a practical PLD led by the research team - the PLD  that will truly make a difference for our teachers and learners. 

Research Article: The Importance of Visual Mathematics for our Brain and Learning by Jo Boaler

This research paper caught my attention when I read a couple of the first paragraphs..."a common belief in education (is) that visual mathematics is for lower level work, and for struggling or younger students, and that students should only work visually as a prelude to more advanced or abstract mathematics. As Thomas West, author, states, there is a centuries-old belief that words and mathematical symbols are “for serious professionals – whereas pictures and diagrams” are “for the lay public and children” (2004).  This idea is an example of a damaging myth in education, and this paper will present compelling brain evidence to help dispel the myth". (Boaler, J., Chen, L., Williams, C., & Cordero, M. (2016). Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning. Journal of Applied & Computational Mathematics 5)

The study highlights the brain's capacity to process mathematical concepts through visual pathways. From number lines to manipulatives, visual representations play a pivotal role in making abstract ideas concrete and understandable. Integrating these tools in the classroom enhances engagement and achievement across year levels.

The paper advocates for embracing visual mathematics as a means of transforming students' mathematical experiences. By providing hands-on experiences and visual aids, educators can empower learners to develop a deeper understanding and appreciation for math.

I believe (and was thrilled to find a confirmation of my beliefs in the latest neurobiological studies) that using hands-on objects and visual aids is incredibly important for learning math. These tools help make abstract concepts more concrete and easier to understand. When you can touch and see things, it's easier for your brain to remember and solve problems. Studies have shown that using these tools can make students better at maths and help them do well in school. Plus, they work well for all types and ages of learners. 

"A compelling and rather surprising example of the visual nature of mathematical activity in the brain comes from a new study on the ways that the brain uses representations of fingers, well beyond the time and age that people use their fingers to count. The different studies on the brain’s use of finger representations give fascinating insights into human learning and clear implications for mathematics classrooms."

I hope to see more manipulatives and visuals in our classrooms across all the year levels to enhance learning experiences, engage students and foster a deeper understanding of mathematical concepts. When we can touch and see things, maths becomes clearer and more exciting.

Free Digital Maths Games and Interactive Resources

Recently, I have been updating my collection of purposeful interactive websites for my learners. These websites offer free resources for different maths concept development and practice. Here are a few of my favourites:

Maths Games https://nz.mathgames.com/ is a fantastic free website offering interactive maths activities for primary students. It covers various topics, including number knowledge, strategies and strands. Additionally, the website provides video explanations that help students learn from their mistakes. While Math Games offers a premium option, there are still plenty of valuable resources available at no cost.

Mathantics https://mathantics.com/  is a collection of lessons created specifically for teaching math concepts through animated videos. These videos are visually appealing and easy for our young learners to understand. Not only can students benefit from watching these videos, but teachers can also use them to refresh their own understanding of a topic.

Maths Is Fun https://www.mathsisfun.com/ (Free with a subscription option) is a user-friendly website that offers interactive games, puzzles and explanations of math concepts. These resources can be used as a modelling tool for Number Talks or guided lessons. 

BBC Bitesize  - https://www.bbc.co.uk/bitesize/subjects/z826n39 (free) provides a diverse collection of interactive math games and activities suitable for primary students. While some resources are available for the UK only, the website still offers great content for New Zealand classrooms, including a variety of free basic facts games.

By incorporating these interactive websites into your classroom program, particularly during independent purposeful practice, teachers can effectively enhance students' math skills while keeping them engaged and motivated.

Have fun learning and teaching maths!

Maths in Matariki

Matariki is coming! This special time of the year is not only about cultural celebrations but also offers an incredible opportunity to weave Maths into teaching and learning. From exploring symmetrical patterns in Māori art to analyzing data related to Matariki traditions, we can engage our students in a fun and meaningful learning experience. So, let's embrace the spirit of Matariki and embark on an exciting journey of integrated maths learning together!

Here is a LINK to some wonderful Matariki lessons on nzmaths. It covers levels 1- 4 of the NZC and provides a lot of ideas for cross-strand and integrated units. 

I highly recommend exploring these great resources as they contain excellent lessons and ideas for teaching and learning various maths knowledge and skills in a relevant practical context.

Happy teaching and learning during and about MATARIKI!

https://nzmaths.co.nz/search?keys=Matariki

Manaiakalani TOD

Today, we had great opportunities to connect with many Manaiakalani educators and engage in numerous discussions about effective practices for teaching literacy. With the support of my team, I led a CREATE workshop where our group explored toys from both the past and present. We had a blast learning about different types of toys and then had the opportunity to unleash our creativity by making our very own toys. We had a lot of fun learning, creating and playing this afternoon! 

Please feel free to visit my presentation below, which includes a multimodal site "Toys and Games Then and Now".