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NZ Curriculum
NZ Curriculum - Key competencies and core values [the front end]
Teacher actions that promote learning
The learning area of mathematics and statistics
All achievement objectives are prefixed by In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to....
Levels 3-5 unpacked a bit more by Robyn Sandra & Jim
Best Evidence Synthesis Summary: Effective pedagogy in Mathematics
Local curriculum
Focus for Years 9-10 from Coherent pathways guidance document, P 27-29 shared pages.[ It concerns me they have split maths & stats into those that can and those that can't :-(]
nzmaths
nzmaths can be a bit overwhelming but there are lots of goodies tucked away inside
I did a walk through at one of the AMAonline sessions which you can see here
In nzmaths you will find the curriculum AO's elaborated
There is also detailed "second tier material" for curriculum AO's - scroll through the elaborations to find a downloadable PDF of the second tier material.
Ideas for and examples of cross curricular units can be found here
and for lower levels Just-in-time resources have been recently added
Figure it out activities have mostly been scanned and added to the carousel. don't be put off by the level some of the activities can prove quite challenging There are teacher guides and answers to activities here
Curriculum Progress tools - LPF
What is the mathematics Framework and how might we use it
Goto the Learning progression Framework
The Big Ideas of the mathematics Framework in one document. This document highlights the progression across each aspect on the framework
Planning for learning
Planning for learning
This image is from Dr Paul Swann's guide to teacher planning.
To ensure all ākonga have similar opportunities to learn in mathematics and statistics your department should work from a co-constructed plan which has the year overview - broken down by term/block, unit and lesson.
Plan for the time you actually will have your students for, not the time you wish you had or think you have.
3 questions to consider:
What is most important learning for our ākonga
How much time/how many lessons do we have? (check this on your calendar)
What is most important given the time we have ( or not have)?
A good place to start once you have decided what the key learning for your year group might be is the planning examples on nzmaths
brainstorm - starting with "all about me" or a rectangle/triangle [solo thinking] make links use different coloured triangles
add in a sample template - day by day
scheme overview
more than a topic ;list and a timeline
Jump start
Jump start
Gaven Martin's response to the question at maths teachers day
What is the secondary teachers role ? [in fixing the issues highlighted in the royal society report]
No matter what challenges we are presented with when we meet our year 9's, no matter where they are at we must put in place structures to get them to where they need to be as fast as possibly [he is not meaning remediation]
Just because they are not prepared that does not mean they have no ability -
They may be poorly prepared for secondary school but have loads of ability
We must challenge them to do more and see how they respond ; they need to be given opportunities to thrive
The royal society report is here if you wish to read
A useful read for staff might be a book called learning in the fast lane by Suzy Pepper rollins: here is a link to info
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