New Mathematics Curriculum

Dr Craig Hansen

Addressing Royal Society Te Aparangi report 

Use recommendations to

- improve achievement

- create more equitable learning opportunities

Supporting NZ teachers

Recognise the dedication of NZ teachers and aim to support them further 

Providing Clear Guidance for Teaching

Clarify what and how to teach at each level, to achieve better outcomes for all students

Positive Relationship

experiences, encouraged, see patterns and logic

Poor Relationship

Never had the time or chance to understand 

The teacher spoke too fast, and many in the class were unable to do the task

Parents tried to teach and at times confused students

Need to Foster a Positive Relationship with Maths

Students need to know what they need help with  and what they need to learn next

Students' confidence in teaching maths

Understand Know Do

Why the change? Lifting progress in achievement

The learning that matters!

Progress outcome - Understand Know Do (UKD)

UNDERSTAND - stays the same

Know and Do changes - per curiulum area

UKD

What a great maths lesson should look like, from planning to gaining understanding, to using tasks that students can connect to and be challenged by. Creating Light bulb moments!

Make connections to, and for understanding

Real learning for the real world

Not just maths - connections to the real world

Cultural roots are used to make connections

Students having the chance to say I don't get it

Hurdle - students knowing what they are being asked to do

Making links to storybooks

The student is in the middle of symbols, reasoning, and is in a cycle, engaging with learning

The Purpose Statement is the philosophy/vision/ideology statement that drives the UKD

Structure is the out working of the purpose

Retrieval -

Know describes the meaningful and important mathematical and statistical concepts and procedures through which students develop an understanding of the

big ideas.

Do describes the processes that are fundamental to all mathematical and statistical activities and that underpin students’ learning of the big ideas, concepts, and

procedures.

Understanding describes the deep and enduring mathematical and statistical big ideas students develop over phases 1–5.

Definitions

 Conceptual Understanding 

 Procedural Fluency 

Choosing product - Practise Practise Practise Practise

Connections between the Purpose Statement and the Structure of Mathematics and Statistics

In the mathematics and statistics learning area, students learn about

and appreciate the power of symbolic representation, reasoning, and

abstraction.

Students engage with mathematics and statistics through the exploration of problems, patterns, and trends and appreciate the everyday value of this learning in many areas of their lives.

Throughout their learning, students engage with diverse perspectives as they apply their mathematical and statistical understandings. Learning in mathematics and statistics builds literacy by developing students’ skills in oral and written communication, reasoning, and comprehension. The learning area opens pathways into a wide range of industries that rely on mathematical and statistical knowledge and

reasoning.

Each phase has:

› A progress outcome describing what students understand, know, and can do by the end of the phase

› An introduction to the teaching sequence highlighting how to teach during this particular phase

› A year-by-year teaching sequence highlighting what to teach in the phase, along with teaching considerations for particular aspects of content.

Progress Outcomes - Learning objectives - students' experiences of their learning is at the beginning of each phase

Science of Learning

Phase 2 - 

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Teaching at our year level

Challenges

• Gaps from previous years

• Needing to go to phase 1 to find the thread to plug the gaps

• Teaching 2-year levels

Benefits

• Exposure to appropriate learning for their year

• Tuakana Teina opportunities

• Ability to move, increases the ceiling - extend through rich tasks.

• Thinking deeply and working with other to solve meaningful problems

PHASE 2 - Teaching Sequence

Four Components - 

Explicit Teaching

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I do, we do, you do - Interactive - Carefully Sequences

    Warm Up

    Examples to break down - walking around and pulling together opportunities to teach/reteach

    Connect Maths with links across learning

    Plan Ways to consolidate learning

Positive Relationship with Maths and Stats

    Encourage curiosity - 

    Highlight thinking

    

Rich Tasks

    Plan to explore situations that are realteable

    Meaningful problem- solving and investigation experiences, designed to invoke curiosity and engagement

    

Communication in Maths and Stats 

Celebrating Success and those who ask for help

Unpacking the Sequence

Teaching Sequence Statement (Not the Learning Outcomes)

Teaching Considerations - (Tasks) is the floor low enough, and how can I raise the ceiling to challenge others?) - Pitching within the Year level.

Strand is Number Subtrand is Number structure or Operations. There is a thread for each year level.

Rational Numbers = percentages, decimals, fractions

Over the next 2 years, there should be less discrepancy as the curriculum becomes more consistent 

Identify areas of need and then help students catch up fast.

Be the car on the race track, when pulling into the pit stop, filling in the thread they need for that learning! Not all the gaps, as then in the garage for too long and miss out on current content.

This curriculum is asking teachers to expose students to where they need to be, providing them the opportunity to be at their level. 

He waka he eke noa

In our Phase Groups 

How does the phase move through the stages? 

Operations

Thread = Add and subtract two- and three-digit numbers

Phase 1

During the first year:

• explore addition facts to 10 and corresponding facts in subtractions, doubles and halves, family of facts

During the second year:

• recall facts up to 10

• explore add/sub facts to 20 + double and halves, family of facts

During the third year:

• recall facts to 20

Phase 2

during Year 4:

• add/sub 2/3 digit numbers

during Year 5:

• add/sub whole numbers upr to 10 000

during Year 6:

• add/ subtract any whole numbers

Phase 3

during Year 7: (disappears/ but is practised with)

• use estimation to solve calculations 

How to you get students to engage - Enablers

Extenders - Used to challenge students 

Printing using FlashForge

Wonderful Partnership Opportunity with Vaka 

Updated Printers and new filament. 

We started with Tinkercad and made a keyring with our name.

Vaka is a STEAM-driven initiative, and they bring a wonderful Pasifika perspective. 

Measina and Taonga Workshops - provided by Vaka help to develop an understanding of the meanings of the shapes and patterns.

We found this helped students with attendance issues; they felt a connection and passion to be at school.

Here is a short video showing how to create in Tinkercad and move your creation into Orca. Orca is the platform that we use to ensure our objects are reading for printing.

RPI 9 - Sharing

Green is a strength, so they obviously stayed the same. 

Blue was teaching practice to strengthen and integrate.

Orange is now more confident that it is being integrated into my planning and reading. 

So next year I want to have the ground rules and role prompts, 

from the beginning and be referring to them daily, and then weekly. 

Sharing Kaupapa - Fiona

Authentic Audience is important to have Connected learners willing to share. This then helps to deepen learning and experience with the text they read

 

Edublogs - Holds a record of students learning, reading and other interests

Teachers can gather lots of information from previous years and where students are working at now and previously. We can read alongside and independently to give ongoing feedback.

Share to learn and Share finished learning - not just the finished or polished 

As teachers we can ask - Are you ready to share rather than are you finished?

Participating in Reading Communities

Need to up our game with reading, due to the aim of teaching to the NE, we tend to be in SE quadrant

Include Outside the class to add variety, not just read outside but be creative and act out, use the school grounds, and whanau discussion with students to build a more robust and diverse understanding of what is being read.

Sharing with Audience and Sharing by Collaborating

In Te Mataiaho - Communities - share values/interests - building conversations as communities 

Reach others across motu to make connections and share reading experiences, love of books and comments through Tuhi Mai Tuhi Atu.

The idea of a Blog spot on the group slides - to remind/ indicate what is expected to be blogged that week is wonderful. Along with remembering not everything has to be blogged.

Visible Learning

Blogging has an impact on student learning - engagement, self -expression and higher-order thinking 

Over Summer if students are engaged in reading less slide back as shown in the research from SLJ

Be deliberate about when blogging. - share reading choices, response to text 

Vocabulary task - revisiting enhances learning 

As teachers, we can encourage a peer check to lower the load for us.

Does not have to be finished or perfect - We can add a disclaimer to blogs

Effective descriptive Feedback

We share to reflect on the situation and how it went - 

When we share too often it is hard to receive constructive feedback. Students can pick what they want to receive feedback on, and help the workload.

Students can add a sentence to show they understand Success Criteria, such as I know I will be able to do this when…

These comments and Success Criteria "You looked engaged, stayed in your seat" - are dispositional

We can use Multiple modes of feedback,  

Mahi Tracker - seen, checked dropdown on the comment

Collaboration and Connecting

Reading to (dogs in school) animals non-threatening 

Commenting and Responding in not linear or a neat/clear cycle 

• “The future is not some place we are going to, but one we are creating. The paths to it are not found, but made; and the activity of making them changes both the maker and the destination.”

• — Peter Ellyard

Sharing with Whānau

How do we share reading challenges with Whanau - Notice Board 

When using Culturally related text - ask the family if they know about Tafoe or Hoe

Response to text or part of Reading Challenge

Send a map if the library is local

Invite parents to author visit or book a day

Invite whanau to share myths legends

Next Steps

• Create a space - main kete
• Checked out a couple one with choice of course- emulate

RPI - Reflection

 We are approaching the end of the RPI, and the best question is:

 How are we going to maintain the RPI Kaupapa?

Like all teachers, I have a dream ...

Currently, to make my life easier I have a set of Vocabulary slides with various activities on and I add this to the Response to text slides, once we have a set of words both teacher selected and student selected I choose an activity that best fits the needs of the students. 

Some groups, I get them to select the slide and they can use it like a template to modify and create their own.

   

 These students will report back to the larger reading group later in the week. My reading groups have around 8 and break into pairs for the reading response activity. 

I also want to do this for the graphic organisers for the Figurative Language, just for quick reference. First, I will need to modify and possibly make them into slides for they fit nicely into response activities. Will see how this could work.

Next Steps

Creating a site with the headings:

• Vocabulary
• Summarising
• Evaluating
• Main Ideas
• Making Connections 
• Inferring
• Point of View

The site has a range of digital and other activities, that cater to a range of abilities. Allowing everyone to use references. 

RPI 8 - Create

 Create Kaupapa

Dorothy was sharing with us today how Crete is a valuable aspect of the whole Manaiakalani Approach. The best part is we can all be creative in our own way, it doesn't matter if we 'can't draw as well as' That Guy.

Even better still, it's a great way to engage with others, in the class and around the motu.

The digital affordances allow everyone to be creative, just be mindful of AI content generators. Their interpretation and the author's meaning don't often match but can open up ideas for discussion.

Why Creativity is so Important

Students bring their own voice, and interpretation to what they are doing, and as it engages both the cognitive and emotional sides (and all senses) of the brain people are fully engaged = GOOD READERS.

Create to Show Learning

There are many ways to create digitally and students who think it is all about art can relax, using digital tools means we can use our bodies to dance, sound/voice, and tactile (clay, paint, follow instructions).

Making things routine is easier for students (and teachers) to complete as they know the expectations, and they can be done anytime during the reading.

Students can do short creative tasks with tighter instructions with restricted choice and constraints, looser instructions, still with constraints but less, once they are more experienced in the teacher's expectations and the digital affordances.

Stencils are reusable for different texts but allow for student creativity and collaboration. Just like traditional stencils, they are timesavers that give students the ability to succeed. Helping them to focus on higher-order thinking (HoT)

They can even have multiple creates for one text, using different tools.

One-shot Film

Fiona spoke about One-shot Films, with her years of experience and film-making this is a simplified version, One minute one shot to share the book/novel you are reading and why it is a good read for someone else. I did a couple ...

As we talked about in T-Shaped Lit discussions, Students can read, present and add reflections to their videos, WWW: What worked, What would you do next time, What do you need help with or What did you notice, What do you wonder ...

My reflection is more of a reminder - SMILE (Even if you would rather be behind a camera)

And if they do it vertically they can make it into a fake tiktok video. I didn't notice that iMovie had a feature that rotates video, which is also helpful if students are using Chromebooks to record.

Where to Next:

• Record with students, Record Students, Record Discussions
• RECORD RECORD RECORD

RPI 7 - Thinking

 Before we even started today we went through some of the tasks we had completed from Day 6, I found some interesting ideas I want to use. Thank you, Rochelle.

I am proud of my Magpie Wall - I love to colour code things, which I did with my word wall. We are currently reading The Maze Runner it has made-up words Neologisms (dark green), and words that can be used in other stories and books (cream) and we are looking at STEAM which has different words, mostly technological or technical terms. 

I also found it sad to realise we are coming to the end of RPI, (well, 2 more sessions) It doesn't feel that long ago we embarked on this journey. I thought oh far out I have 8 more days like this and now it feels like it will be over all too soon.  It would be great to have the opportunity to get together next year and see how we are going, what is working and what we need help with...

Connecting with Dorothy - Smart Thinking for Smart Learners

We must teach students to make decisions while reading so they can analyse and evaluate what they read. Here are a couple of ways we can do this...

Students need to be critical thinkers in the digital world as AI becomes used more and deep fakes harder to spot. We can also do this with the Cybersmart Programme through Manaiakalani - Smart Learner and Smart Media, teaching lifelong skills and habits. Such as, How to evaluate what images they see or what they read or listen to, checking reliability and the purpose of what they find online.

A few resources Dorothy eluded ways to include hoax websites and news, helping kids understand disinformation and misinformation.

The other useful tool Dorothy talked about was the Adobe Express tool for podcast recording and how it is editable through the transcript. - Even better, you can create a class to see how students progress with their tasks.

Higher Order Thinking

It was mentioned how we always tell students to show not tell in their writing so the reader can engage their brains as they read, and try and solve the mystery of what is happening before it happens.

We must teach evaluative and interpretive questions and how to answer them to empower students.

Evaluative Questions ask students to make a judgement, (e.g. which is better or worse) and justify their reasoning. 

Interpretative Questions require students to use what they know and information from the text to explain why they have a different interpretation than their peers.

Analysing Text

There are many ways to analyse text. Three common ones used in school are...

I have used all three throughout my teaching and know they all have their benefits. I love the hats as you can use hats as reminders on student laps and it was the first one I ever got my head around.

Most recently (the last 10 years) I have been using SOLO, and as I was reminded recently it is what High Schools use and we want our Year 7 & 8 Students prepared for success.

Bloom's Taxonomy is useful when I need words for Learning Intentions, and Success Criteria and need a Verb to describe precisely what I want students to do. It was wonderful to see Bloom's has a new layer of Creating. This video is useful to understand the different aspects of Bloom's Taxonomy.

Kiri also talked about how we can zoom in to focus at the word level and zoom out for evidence of the big idea the text is sharing.

Figurative Language

We can zoom in and out on Figurative Language helping to develop meaning. It is vital to teach students what similes, metaphors, hyperbole, and anthropomorphism are (along with other figurative language). We don't want students to go around pulling someone's leg just because they heard a teacher say why don't you 'pull the other one'.

Critical Analysis - Perspectives

Perspectives - interpreting perspectives, needs a provocation - can’t be one that everyone agrees with - or you can play devil's advocate. These are great for extended discussion. If a shared text you can share the provocation and students can discuss in table groups and report back.

Again we need to teach students how to disagree with each other. We are challenging the idea, not the person. Dialogic - let's weigh up the options is a better term than persuasive - bullies are persuasive!

Critical Analysis - Positioning

This looks at agendas, political, and social constraints or constructs, religious views, race or gender bias ...

Language is not neutral. When reading we can see what bias the author might bring, as readers we also bring own ideas. This is where text sets can help bring in different ideas and perspectives.

Teaching Synthesis - Skill Builder

Synthesising - We first started talking bout this when T-Shaped Literacy came out, with these Resource Room Activities- which include a video on screencast on modelling analysis by a student

Where to Next?

• Using Adobe to record practise presentations before students do the final presentation
• Encouraging students to go to the next level with their presentations to include synthesis and analysis.