Beginning School Mathematics Project

What is it? It is an activity-based resource that is designed to support teaching math in the early years. Its designed to be flexible-allows teachers to choose from many different teaching approaches and adapt/add activities based on students needs. Has a variety of materials, including: teachers guides, booklets for students, care equipment for activities, and overview charts. Oakland Universitys School of Education and Human Services developed the project with the educators and Ministry of Education in New Zealand o This math instruction is used in New Zealand 1. What is the research/philosophical base for the math program? a. BSM has 5 main components i. Overview Charts 1. There are 2 overview charts a. One covers cycles 1-6 and the other cycles 7-12 2. They help teachers: a. Understand the development of ideas in terms of the overall resource b. Assist in planning and preparation c. Its a useful support at parent conferences ii. Teachers Books 1. One copy provided per teacher 2. They contain aims, objectives, info on math ideas, and a selection of numbered activities 3. Also contain recording sheets for children 4. Intro of book outlines: a. Spirit of module b. Key content c. Notes for teacher

d. Notes on math ideas to be introduced 5. Objectives are linked with their associated activities a. Core Activities-designed to be used by teacher working with a group of students b. Class Activities-provide opportunity for the teacher to supplement core activities c. Independent Activities-designed to provide maintenance for previously-covered ideas d. Extension Activities-provide challenge for children who show mastery of particular ideas iii. Childrens Books 1. One copy provided for every 9 students in junior classes 2. For cycles 7-12 3. For the kids own use-independently 4. Designed to extend students knowledge and skills and provide further opportunities to develop responsibility and independence in learning 5. These books provide students with a first math book a. It gives them practice in following written and pictorial instructions iv. Equipment-Card Equipment and Hardware 1. Card Equipment a. One set for every 40 students provided, maximum being 4 sets b. Supplied to match particular activities in the math resource. c. Its numbered to math activities so its easy to find. d. Card equipment for a cycle could include: i. Copymasters and recording sheets for students use

ii. Direction Cards that the students can read, interpret, and follow independently 2. Hardware a. Hardware is mostly described in the teachers book b. Some suggestions for hardware are: i. Calculators, clocks, egg timers, hundreds boards, counters, geoboards, interlocking cubes, and pegboards. c. These materials wont be available from Learning Media, but can be obtained from local education equipment suppliers v. Checkpoints 1. Checkpoint booklets come with each cycle a. They suggest 2 methods for assessing student progress: i. Day-to-day monitoring ii. Checking students understanding of key ideas b. By using checkpoints, teachers can assess students understanding of some ideas presented in a cycle c. Each checkpoint shows relevant objectives and necessary equipment, and suggests a range of questions to aid in assessing d. Booklet has day-to-day recording sheets for each module so teachers can take notes on each objective/activity 2. What are the guiding principals that support the program? a. Children experience mathematical ideas and develop mathematical skills and understandings before they start school b. Children learn by relating new ideas to their existing experiences and ideas c. Children learn best when ideas are presented in realistic and meaningful contexts d. Effective mathematics teaching involves a range of approaches

e. Children learn in different ways at different rates f. Concepts can be represented in a variety of ways to match different learning styles g. Learning involves taking risks in a supportive environment h. The learner must be at the heart of all planning i. j. Feedback can take many forms and is an essential part of the learning process Critical reflection and effective communication of ideas are essential learning tools 3. List the authors/developers/researchers of the math program. a. BSM originated in New Zealand i. All components align with New Zealands National Education Guidelines b. Materials were developed by Learning Media Ltd., which is the publishing part of the New Zealand Ministry of Education c. BSM is similar to the NAEYC (National Association for the Education of young Children) guidelines and the NCTM standards. d. The BSM Review Group: Eleanor Burt (Christchurch College of Education) (Chair), Errolyn Taane (Dunedin College of Education), Lynn Tozer (Dunedin College of Education), Chris Henderson (Christchurch College of Education), Margaret Farrelly (Christchurch College of Education), Dale Hendry (Wellington College of Education), David MacDonald, Kirsty Farquharson, Jocelyn Cranefield, Jan Kokason (Learning Media Limited), Joe Morrison, Dr Gill Thomas (Maths Technology Limited)