Standard 2.

5
Numeracy Strategies:

Grouping strategies to support learning

Sullivan (1997) discusses mixed ability mathematics classrooms and the highly
positive affect this has on students that require extended learning. This research
informed the decision to have mixed ability pair and group work within the
mathematics classroom. Through mixed ability group work, high achievers are
offered rich learning experiences, as they are encouraged to explain and justify their
thinking leading to higher order processes. Sullivan (1997) suggests that teachers who

Mixed
ability
grouping
offers rich
learning
experiences

set high expectations are more likely for students to achieve those expectations.
Mixed ability groupings therefore set high expectations for students that require
enabling prompts and also cater for students who require extending prompts, as these
students are able to articulate their knowledge for other students to gain
understanding.
Exploring concrete materials as a learning tool
Interpreting decimal fractions involves the use of various concrete materials to
develop decimal understanding. Using a range of materials encourages flexibility
and making generalisations (Suh, Johnston, Jamieson & Mills, p. 49, 2008).
Flexibility is supported through the use of resources, as students are required to use
familiar materials and modify what it represents to suit the new task. Using materials
to represent decimal numbers serves as a method of communication of mathematical
concepts. It is thus essential that the representations be used to assess mathematical
understanding (Suh et al., 2008). Thompson and Walker (1996) share a similar view
as Suh et al (2008) as they describe the use of materials as a valuable tool to promote
rich and meaningful learning experiences that assist in developing decimal fraction
knowledge.

Using
various
different
materials

Teachers must apply appropriate teaching and pedagogical practices to their

instruction to develop students relational understanding of mathematics (Skemp,
2006). Effective teachers of decimal fractions scaffold student learning by modelling
correct exploration of materials, fractional language and probing student thinking
through questioning and fostering a supportive learning environment (Wright, 2004).
Teachers must model the correct mathematical processes whilst engaging in a
problem. It is important for teachers to vary their approach to a problem when
modelling, to display to students the multiple methods and solutions to an open-ended
task. Irwin (2001) explored the use of open-ended decimal fraction tasks in a
meaningful context. His findings suggest that students who engaged in open-ended
Open-ended
tasks is a
strategy to
develop
students
ways of
thinking

tasks in a meaningful context improved their conceptual understanding of decimals.

Discussion during open-ended tasks provides a rich learning experience for students
as they are challenged to support and justify their ideas. Discussion highlights
students ways of thinking and provides meaningful opportunities for students to
reflect on personal strategies and strategies of their peers (Markovits and Even, 1999).
Ferguson (2008) concurs with Irwin (2001) and the effectiveness of open-ended tasks,
as findings display that they are highly useful in engaging the whole class in the same
activity and can be modified to enable and extend students learning. Open-ended
tasks have a range of possible solutions and encourage the use of varying methods to
solve a problem.

Important for
the teacher to
correctly
model
processes and
mathematical
language
Varying
approaches to
show
multiple
solutions