Mathematics

Mathematics is the exploration and use of patterns and relationships in quantities, space, and time. Statistics is the exploration and use of patterns and relationships in data. These two disciplines are related but have different ways of thinking and of solving problems. Both equip students with effective means for investigating, interpreting, explaining, and making sense of the world in which they live.

By learning Mathematics and Statistics, students develop other important thinking skills. They learn to create models and predict outcomes, to conjecture, to justify and verify, and to seek patterns and generalisations. They learn to estimate with reasonableness, calculate with precision, and understand when results are precise and when they must be interpreted with uncertainty. These situations are drawn from a wide range of social, cultural, scientific, technological, health, environmental, and economic contexts. Mathematics is broken up into three main areas, Number and Algebra, Geometry and Measurement, and Statistics, but as seen through the teaching and planning of our school, these all go hand in hand, and become integrated across the curriculum. Number involves calculating and estimating, using appropriate mental, written, using estimation, and justifying our understanding. Algebra involves generalising and representing the patterns and relationships found in numbers, symbols, or patterns. Geometry involves recognising and using the properties and symmetries of shapes, and describing position and movement. Measurement involves quantifying the attributes of objects, using appropriate units, and instruments. Statistics involves identifying problems that can be explored using appropriate data, designing investigations, collecting data, exploring and using patterns and relationships in data, solving problems, and communicating findings.

Problem-solving is another integral skill in our Mathematics curriculum. We believe that by solving problems students understand better what mathematics entails, what it can do, and how it comes to its conclusion. It builds their resilience, and confidence, in becoming more independent in their thinking and skills. Mathematics and statistics have a broad range of practical applications in everyday life, in other learning areas, and in workplaces.

Effective Mathematic practices continued to be evident at all levels of the school. Teachers utilised the growing range of tools and resources to ensure our students continued to be well-rounded mathematicians, not only in Number, Geometry, and Statistics, but also Problem Solving. The skills and resources adopted by our teachers continued to be beneficial as shown by end-of-year results.

The children understand that mathematics surrounds them, and they can look at life from a mathematical point of view. Sport, food, technology, and the arts all involve mathematics.

The focus in the Senior Syndicate was exploring ‘Developing Mathematical Inquiry Communities (DMIC)’ and implementing this in the classroom. There was also an increased focus on rich tasks, and finding real life examples where mathematics is required, to make a connection with our learners. Some examples include the ever popular ‘Dream Trip’ activities, as well as design tasks, where students either designed a playground, a house, a dragon enclosure, etc.

Prime Mathematics is in its third year of full integration in both the Junior Department and Middle Syndicate. The students remain engaged and focused with the programme, and we are seeing pleasing results as students enter the Senior Syndicate with confidence and effective mathematic skills. The staff also committed to further exploration of resources to supplement and enhance their lessons, looking to increase the variety of examples and rich tasks being used.

Education Perfect was used once again as an assessment tool, and to increase engagement and individualised learning programmes. The diagnostic assessments created individual and personalised learning programmes that accurately met the needs of each student. The progress seen in assessments was outstanding, helped teachers to guide their lessons, and ensured targeted remediation where required.

Problem Solving in the Years 7–8 syndicate was well received along with some outstanding results within the school,

and in national and international competitions — Otago Problem Solving, Australian Mathematics Olympiad, Australian Mathematics examinations, and ICAS Mathematics examinations.

As in previous years, there was a focus on keeping the assessment and reporting of students in line with not only the Preparatory School, but also the Secondary School requirements. The use of moderation of Overall Teacher Judgement (OTJs) Levelled Number tests, and constant discussions ensured close alignment.

Links with the Secondary School Mathematics Department continued during 2019. Together, the relevant staff attended Canterbury Mathematics Association events, and this had the added benefit of increased professional learning. This included attending courses on e-Learning in Mathematics, as well as Geometry, Numicon, and DMIC programmes hosted at the College. The Canterbury Mathematics Association provided further professional development opportunities. Our staff have been fortunate to attend many after school sessions, with the hope of participating in more of these events in 2020.