Effective Mathematics Teaching

What does effective practice look like at Albany (adapted from Effective Pedagogy in Maths 2007)?

• Provide opportunities to work independently and collaboratively.

• Teachers will develop and use pedagogical knowledge as a basis for initiating learning and responding to the mathematical needs of all students.

• Assessment of each student’s learning is ongoing and shared with the students and parents, such as, snapshots / modelling books / teacher observations / other formal tests (PAT / GLOSS / JAM). All of this informs the O.T.J.

• Flexible and varied grouping systems are used according to individual needs.

• Teachers plan mathematical learning experiences that enable learners to build on their existing knowing, interest and experiences, developing critical thinking and using materials when needed.

• Student centred learning through rich tasks and authentic problem solving. Transferring learning to new situations/problems.

• Learning goals, reflection on learning, and identified next steps are shared and developed with students and parents .

• Students share learning experiences and knowledge through ongoing conversations, using specific mathematical language to explain and justify their thinking.

• Mathematical vocabulary is explicitly taught and used throughout the day.