Talking and listening in the classroom is really the bread and butter of what we do as teachers and learners. While we, the formal assessors, together with the world at large (including parents), might value the written word over talk, and certainly accept the written word for evidence of learning (appropriately constructed, of course), it…
Programming your practices As the year draws to an end for most schools, planning for 2019 is beginning already. I thought it would be good to highlight some of the ‘buzz words’, concepts or ideas that are having an impact in mathematics classrooms. When planning for mathematics at this time of the year, spend the…
Once again, a big-name company has brought mathematics to the masses- without even knowing it! Macdonald’s® have their current offer on about choosing flavours for your frozen FANTA® drink.
Dialogic teaching, a term created by Dr Robin Alexander in the early 2000s, harnesses the power of talk to stimulate and extend students’ thinking and advance their learning and understanding.
Heard of floorstorming? Annette in her recent resource Writing to Learn recommended a teaching strategy called floorstorming. This blog looks at this tool from a mathematical perspective.
Two recent publications from the Primary English Teaching Association Australia (PETAA) have contributed to the topical subject of classroom talk, or ‘dialogic teaching’, which emphasises the ‘natural affordances and opportunities that dialogue gives children to learn.’
It’s that time of the year again when primary teachers shift their focus to collating assessment data to write end of semester reports to parents. So how do we make judgements in mathematics? And what does ‘high’ or ‘outstanding’ look and sound like in mathematics?
Written text can be like music – creative and exciting, thrilling and moving.
Are you are feeling that there is too much mathematics ‘to get through’ in your mathematics lessons? Here are a few examples of how to incorporate parts of your mathematics scope (outcomes) into other learning areas.
Student voice in mathematics, and the teacher’s ability to create opportunities for mathematical discourse focused on students’ ways of thinking and working, is at the heart of quality teaching.
