MATHEMATICS AND NUMERACY COMMITMENT

WHOLE SHOOL MATHEMATICS AND NUMERACY COMMITMENT

2023

Rationale: Teaching and learning of Mathematics at St. Joseph’s Payneham is a key improvement priority. Over time, data measures such as NAPLAN Numeracy and PAT-Maths have fluctuated. This is evident across all three strands of the Australian Curriculum: Mathematics but is most evident in the Number and Algebra strand. Therefore, consistency around teacher knowledge and practice in Mathematics is essential, particularly in r elation to Number Sense.

Big Ideas in Number

Number is related to all Australian Curriculum mathematics strands through the aspects of counting, magnitude and order. Number also underpins the General Capability of Numeracy. Research indicates that number impacts on more than 70% of the mathematics within our curriculum (DECD Literacy and Numeracy First: Primary Years Focus).

Number should therefore constitute approximately 70% of mathematics teaching and should be reflected in planning.

Curriculum

• Teachers plan, teach, assess and report according to the Australian Curriculum: Mathematics. Teacher planning incorporates the 3 strands of Number and Algebra; Measurement and Geometry and; Statistics and Probability.

• Teacher planning also incorporates the 4 proficiency strands of Fluency; Understanding; Reasoning and Problem Solving.

• Teachers refer to the Numeracy Continuum (ACARA) to determine each student’s individual capabilities and development in Mathematics.

• Teachers provide a minimum of 300 minutes of instruction time in Mathematics per week.

Components of a Mathematics Lesson

The structure of a Mathematics lesson is outlined below. The order in which components are implemented may vary depending on the nature of the lesson. For example, whole class explicit teaching may take place before small group instruction/differentiated activity if the teacher is teaching a particular skill or concept. On the other hand, it may take place directly after small group instruction/differentiated activity when the teacher has identified common misconceptions. Likewise, the reflection component can be incorporated into a lesson when the teacher deems that there is valuable information that needs to be shared with the larger group. This works to provoke student thinking during the lesson and enable them to adjust/adapt if necessary.

activity

• A ‘tuning-in’ activity that focuses on counting skills, an aspect of mental computation or activity that focuses on an identified concept, strategy or skill (Base Ten, Calculating strategies etc)

• Whole class discussion to develop effective mental strategies and mathematical language and vocabulary.

Whole Class Explicit Teaching

• Investigation of a clearly identified mathematical concept.

• Explicit teaching of the skills and strategies required to develop further understanding of a concept.

• Building of mathematical language and vocabulary.

Small Group Instruction

• Teacher working explicitly with a targeted small group on a specific skill or concept.

• Occurs when the remainder of the class is working on differentiated activity.

Differentiated Activity

• Students work in pairs, small groups or individually, focusing on a specific skill or concept.

• Learning dialogue through pair or small group work is strongly encouraged within learning tasks.

• Opportunity for students to construct mathematical ideas and further develop thinking skills.

• Teachers pose open questions that encourage students to explore and discuss strategies they use to solve a problem.

• The teacher and/or students reflect upon what has been learned.

• Draw attention to different strategies that students used. Share and compare. This can take place during the lesson, rather than an ‘add-on’ at the end.

• Make mathematical connections between different ideas.

• Address and/or take note of any misconceptions, as they should guide future instruction.

• Take note of key points and strategies that students used.

• Student’s value each other’s mathematical ideas and contributions.

Whole School Math Assessments:

One Minute Math Test: (Peter Westwood) Assesses basic number fact fluency in addition, subtraction, multiplication and division. (Adapted from his book Numeracy and Learning Difficulties which provides guidance on how to develop flexible teaching methods and strategies to improve mathematical skills of students.) https://cpb-apse2.wpmucdn.com/global2.vic.edu.au/dist/f/57644/files/2015/05/One_Minute_Basic_Facts_Test__Instructions_for_Administration-p68k9z.pdf

Timed Times tables Products Test (page 8) https://australianteacher.files.wordpress.com/2011/10/times-tables-2.pdf

Suggested

Timed Times Tables Quotient Test (page 10) https://australianteacher.files.wordpress.com/2011/10/times-tables-2.pdf

Suggested

PAT Maths 4th Edition assesses students’ skill and understanding in multiple-choice format in the six strands of Number, Algebra, Geometry, Measurement, Statistics and Probability. The assessments also address the mathematical processes of understanding, fluency, problem solving and reasoning. The skills assessed by each question are mapped against the Australian National Curriculum for Mathematics.

Schools should take care in planning the administration of PAT Maths to ensure consistency. PAT Maths 4th Edition is a standardised assessment that must be completed in 40 minutes.

Students can be supported by having questions read if they require support to access the curriculum. Questions cannot be elaborated.

ST. JOSEPH’S WHOLE SCHOOL COMMITMENT 2023

AREA FOR ACTION COMMITMENT

Learners will have access to consistent understanding about what Mathematics is.

Learners will have the opportunity to become fluent with the key thinking questions for Numeracy

- What Math’s would help here?

- What part (drawers/ thinking keys) of Math’s would help here?

- What are the ‘Thinking Questions’ I need to consider?

All educators will engage learners in the Story of Mathematics/Thinking keys during the New Beginnings Program and continue this throughout the year

RESOURCES

1. PMA Connecting with your learners as mathematicians (2022 Resource Pack on Website)

PMA LOGINS: PMA resources can be found at: https://www.primarymathematicssa.com /pma-resources-r6

Member’s password: MathsSA22MemSup

2. Picture Books (located in Math Cupboard)

3. Physical Drawers (may need to be revisited due to new ACARA update):

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4. Story of Math’s Powerpoint:

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All

educators to

1.

Regularity of experience is critical

All classroom-based educators will use the following key questions as they design learning in Mathematics

How is each aspect of your year level curriculum best learnt? (Integrated, ongoing, or as a series of lessons)

How will you ensure regularity of experience? All specialist teachers use the Numeracy continuum to identify which aspects would be best linked to their area of learning

Year 2-6 staff will be committed to preparing our students for NAPLAN from Term One

All educators will spend 5 minutes three times a week exploring the strategies for ‘choosing and using’ (NAPLAN)

PMA 8 Strategies for becoming powerful choosers and users of Mathematics

Learners have access to a consistent and sequential learning program

All educators will be on the same page regarding their piece of the mathematics learning jigsaw puzzle

All educators will monitor that children are getting the learning they are entitled to AT YEAR LEVEL:

In Number, all educators use:

1. Rules for Base Ten 2. Calculating Learning Sequence 3. Recalling of Facts

Problem Solving: 4. In Problem Solving we use the two agreed poster

PMA ACM Learning Records

PMA Content Sheets

PMA Proficiency Check

PMA Conceptual Language

learning Sequences

Rules for Base Ten Sequence and Resources

Calculating Learning Sequence and Resources Recalling of Facts Sequence

Problem Solving Poster:

https://stjopayncatholiceduaumy.sharepoint.com/personal/ingrid_stjopayn_catholic_edu_au/_layouts/15/onedrive.aspx?id=%2Fperso nal%2Fingrid%5Fstjopayn%5Fcatholic%5Fedu%5Fau%2FDocuments%2F2022%2FLisa%20Jane%2FResolvin gAsituation%20process%20Srategy%20DOUBLE%2Epdf&parent=%2Fpersonal%2Fingrid%5Fstjopayn%5Fc atholic%5Fedu%5Fau%2FDocuments%2F2022%2FLisa%20Jane

Patterning Resources: 5. Learners will be introduced to the sequence of patterning at the Beginning of the Year (Reception/Year 1) and revisit this language with EVERY year level.

I Can Statements:

6. All educators will track children’s progress with these on the agreed Assessment Record Sheets “I can” statements. These will be visible in students learning books.

Patterning Resources (Preschool – 6)

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I can statement:

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