Académique Documents
Professionnel Documents
Culture Documents
student learning
By Tori Noll
Placement context
1 Represent multiplication
Partitioning numbers using
place value
Addition and subtraction
Represent multiplication
2
Write and order numbers
Locate numbers on a number line
3
‘Tell me and I forget. Teach me and I remember. Involve me and I learn.’
Benjamin Franklin
Pedagogy
Strong pedagogical content knowledge has been identified as allowing for a deepening of
understanding of students’ understanding of mathematics, knowledge of the mathematics
curriculum and the selection of instructional tasks (Reys et al 2017).
This theory from Vygotsky emphasises the importance of shared interaction, collaboration
and negotiated meanings. Vygotsky’s notion of the zone of proximal development is also
important for teachers (Groundwater-Smith, Ewing & Le Cornu 2015).
Effective teachers use manipulatives when appropriate to provide concrete experiences
that help children make sense of mathematics and build their mathematical thinking (Reys
et al 2017).
Practice and demonstrations – explicit teaching of the concept
Collaborative task – learning from each other
Clear lesson goals - progression
Successful experiences in learning mathematics result in self-confidence (Reys et al 2017).
Differentiation focus (PIP)
Assessment strategies:
❑ 2 stars and a wish (teacher
feedback)
❑ Student self-assessment to
influence student learning
❑ Discussions of feedback with the
students
(Brady & Kennedy 2012)
(Education Services Australia)
(Reys et al 2017)
Zoo challenge
✓ Feeling success
✓ Challenge
themselves
✓ Teamwork
✓ Sharing ideas
Number creatures
✓ Hands on learning
✓ My turn, our turn,
your turn
✓ Demonstrations
✓ Visual learning
✓ Engagement
✓ Use of powerpoint
Number challenge cards
✓ Practice time
✓ Achieving
success
✓ Number focus in
different digits
Future teaching
Student learning
Future teaching directions
Diversity of the learners - differentiation
References
Algozzine, B & Anderson, KM 2007, Tips for Teaching: Differentiating Instruction to Include All Students, Preventing School Failure:
Alternative Education for Children and Youth, vol. 51, no. 3, pp. 49-54.
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018, F-10 Curriculum, Mathematics, Australian Curriculum,
Assessment and Reporting Authority, accessed 21 September 2018, <https://www.australiancurriculum.edu.au/f-10-
curriculum/Mathematics/>.
Brady, L & Kennedy, K 2012, Assessment and Reporting – Celebrating Student Achievement, Pearson Australia, 4th edition, Melbourne,
Victoria.
Education Services Australia, Assessment for Learning, Professional Learning accessed 21 September 2018,
<https://www.assessmentforlearning.edu.au/professional_learning/peer_feedback/peer_strategies_enhance.html>.
Groundwater-Smith, S Ewing, R & Le Cornu, R 2015, Teaching Challenges & Dilemmas, Cengage Learning Australia, 5th edition, Victoria
Australia.
Reys R, Rogers A, Bennett, S Cooke, A Robson, K & Ewing, B 2017, Helping children learn mathematics, 2nd Edition, John Wiley & Sons
Australia, Ltd, Milton Qld.
Roy, K 2015, Effective Teaching Strategies: Lessons from research and practice, Chapter 5: Becoming a reflective teacher, Cengage,
Melbourne.
Smutny, JF & Von, SE 2010, Differentiating for the young child teaching strategies across the content areas, preK-3, 2nd edn, Corwin,
Thousand Oaks, Calif.
Sullivan, P 2011, 'Teaching mathematics: using research-informed strategies', Australian Council for Educational Research, Australian
education review.
Tomlinson, CA & Moon TR 2013, Assessment and student success in a differentiated classroom, ASCD, Alexandria, VA, ch. 1.