You are on page 1of 13

# St Josephs School

## Carol Efford 2017

Whakatauki
Ko te herenga waka,
He whakawhitiwhiti krero,
He whakawhitiwhiti whakaaro,
E ko te maramatanga.

## Where canoes are tethered

together,
dialogue is exchanged,
Thoughts are provoked
and enlightenment
comes forth
Todays Session:
Making links between the NZ Curriculum and the Number Framework
Big Ideas of Mathematics
Book 5 and BES making mathematical connections
Upside Down Teaching by Cathy Seeley
Using an Abacus
Reflection
NZ Curriculum the big picture
What is Mathematics about?
Mathematics is the exploration and use of patterns and
relationships in quantities, space and time.
Why teach/study Mathematics?
...students develop the ability to think creatively, critically,
strategically and logically. They learn to create models and
predict outcomes, to conjecture, to justify and verify, and to
seek patterns and generalisations.
Where does number and algebra fit in?
involves calculating and estimating, using appropriate
mental, written or machine calculation methods in a flexible
way.
NZ Curriculum page 26
Effective Pedagogy in Mathematics
5. Making Connections:

## Effective teachers support students in creating connections

between different ways of solving problems, between
mathematical representations and topics, and between
mathematics and everyday experiences.

## Connections need to be made within and

across topics and between apparently
separate mathematical ideas, as students
can be readily distracted by contexts and
may compartmentalise concepts rather
than seeing the interconnectedness of
mathematics.
Important Connections:

## Make connections between:

Different representations
Prior knowledge and new learning
Mathematical concepts and big ideas
Strategies what is the same /
different
Patterns and structure
What they are learning and the real
world
Leaves and Caterpillar Task
A Year 4 class needs 5
leaves each day to feed
its 2 caterpillars.
How many leaves would
they need each day for
12 caterpillars?

## Use drawings, words,

numbers to show how
Upside Down Teaching by Cathy Seeley

## What issues or challenges does

this message raise for you?

In what ways
do you agree with or disagree
with the main points of the
message?
An Upside Down Model:
1. Start with a problem in a context that enables
students to make connections with knowledge
and experiences (this is carefully selected by the
teacher for the mathematical focus).
2. A range of materials is available and/or students
are encouraged to use models or diagrams.
3. Students solve the problem using their preferred
strategy (individually or in a small group).
4. Strategies and solutions are shared and discussed.
5. The teacher supports students strategies making
connections between the strategies used and the
key mathematical ideas.
6. Children reflect on their learning.
The Abacus a useful tool

Knowledge
Place Value
Groupings
Strategy
Reflection

keep doing?

do more of?

do less of?