Maths Programme with knowledge and strategy.

Ove the past few weeks great emphasis has been put on strategy and problem solving with learners talking about their learning. I was however concerned that I was not doing enough 'Perfect Practise, reinforcing of knowledge, quick recall and expanding basic math knowledge that could assist learners with solving problems. I thus decided to once again make a change to my Math Programme. This time I incorporated a 20 minute session focussed on knowledge. I started with 5 minute slots of quick bursts of knowledge i.e.

5 min - counting to 100
            counting back from 100
            identify the number
I used the 1000's boards and we filled in numbers as a class. We also threw a sift ball around the class saying the next number.

5 min - shapes song
          - name the shape
We sang a shape song on the t.v. from youtube. for name the shape I would either say a shape and learners had to form the shape using their body or with a group, or I would hold up a shape and they would shout out the name and 1 attribute.

5 min - teen and ty
I would write a number on the board and they would shout out the name. They then had to give me a a reason e.g. 10 + 4 = 14, before 15, 1 ten and 4 ones.

5 min - quick recall facts to 5, facts with 5
I would write answers on the board and have 2 children at  a time compete. I would say the equation and they would slap the correct answer.

All the learners thoroughly enjoyed these 20 min sessions. On day 1 I would assist learners who had found a particular 5 minute session tricky or introduce a new knowledge concept to half the class. Day 2 would see me working with a different set of learners ensuring that over the 2 days the whole class had an opportunity to complete the problem. On day 3 we would share how we solved the problem and discuss the various strategies in depth. Learners then had a chance to try a different method to solve the problem on Day 4 and share what they have discovered or learnt.

Agree or Disagree

The learners are growing in confidence when sharing their ideas, strategies and thinking. The next step in our learning was to allow the class to agree or disagree with our statements and explain why using the word 'BECAUSE'.  We are also attempting to form questions so that others can gain better understanding or get clarification on a strategy or answer.
To implement this I asked learners to show whether they agree with a strategy or answer using thumbs up or thumbs down. Many learners were hesitant to agree or disagree as they felt it had an impact on whether they had friends at playtime or not. To try and reassure the class, we did a few role plays to show how this should look. I hope that with time it would improve but there is still an underlying reluctance by some to agree or disagree. In complete contrast there are a few learners who disagree just because they can and are unable to give a valid reason for their disagreement.

Although we have been attempting to disagree or agree using the word because since the start of term 3 it has not been easy to achieve. This will have to continue to be a work in progress. We are able to however show, using thumbs up or down whether we agree with the answer or not but saying why we decided that has been based on what they saw others showing. Many still find it difficult or are reluctant to say why they agree or disagree. I am wandering whether a lack of confidence in known math knowledge is prohibiting the learners from stating facts incase they are wrong. Perhaps a focus on knowledge and lots of Teacher modelling will help us overcome this stumbling block.

Changes in Math Attitude

Today I spoke to the learners about how they feel about Maths after the changes. They readily shared what they are enjoying doing now.

The learners also readily shared how they wanted to continue to learn and do maths in the class.

This is an excellent result thus far. I have discovered that the learners enjoy talking and sharing their ideas both digitally and on the whiteboard. I do however need to continue to engage a few and dispel the misconception that only 'brainy' children know the answers. We need to create a safe environment for all to willingly and openly share on a regular basis. 

Ideas from the learners

I decided to ask the learners how they felt about the changes we have made in the way we do Maths. Below are their responses.

I then asked what made them feel this way.

We discussed that when we learn new things they are hard but the more we do it the easier it gets. We also came up with ways we can show we need help, we don't understand and we are thinking so that we do not disturb someones thought process.

Undoing the learnt

A major stumbling block I have encountered is that learners believe that they need to get all the answers correct and that they must accept what is being said to them. I need to 'unteach this" and show learners that the learning is actually through getting things wrong and then talking about it, unpacking it to see what has happened. The other stumbling block is getting the children to talk and friendly argue their point or ideas. I felt I need to tackle this one at a time. I started with modelling this myself by getting answers wrong and explaining to the class how I got the answer. Often the learners laughed and tried helping me to get the right answer. I would then say - So I have learnt that I cannot do......but should rather do this......is that right? Can I try again? Am I on the right track this time?


                           

                               This is the visual I have put in the class to help us remember:
                                                Getting it wrong will help us get it right.

DMIC Maths

Last year I had the privilege of completing a series of workshops on DMIC Maths run by Bobbie Hunter at Weymouth School. One of the standouts for me was making the learning fun and authentic to the learners. The other must do was tapping into the learners cultural identity and wealth of knowledge using the big ideas in maths. Sessions were also run in mixed ability groups with 1/2 of the class at a time. I decided to test this theory and see if the learners responded to the change in the programme.

Learner involvement went from approximately half the class being actively involved to the entire class participating.

Learner attitude went from 46% of learners enjoying maths to 96% enjoying working with a partner and doing practical math problem solving.

Analysing the data

On completion of assessment week I carefully analysed the data of all my learners in Reading, Writing and Maths.  I proceeded to add the findings to wedge graphs because when doing this specifically in Reading last year, I found it easy to track and it helped me monitor progress and shift. The wedge graphs also made me think in more detail about the strengths of the learners, what I was doing to assist them and what the prohibitors could be. 

My data showed that accelerated shift was sorely needed in Maths across all areas and I thus decided to make this my priority for my Inquiry focus this year. My achievement challenge is therefore : Lift the achievement in maths for all students years 1-13. Achievement Challenge 6.