Presentation CM.pptx. This presentation is on

Mathematics motivation.

1. What factors can influence and enhance student learning in mathematics within the classroom and raise student achievement?

2. Talk to someone next to you:

3. Research context Our national maths achievement picture is poor (ERO, 2024) Education Review Office (2024). Making it count: teaching maths in years 1-3 . Education Evaluation Centre. https://evidence.ero.govt.nz/documents/making-it-count-teaching-maths-in-years-1-to-3

4. Research questions Why is mathematics identity and learner disposition important when raising student achievement? What are the features of a classroom and learning environment to support raising student achievement? What are important considerations when planning class tasks?

5. Mathematics identity and learner disposition Mathematics Identity How students see their ability within mathematics and as a learner of mathematics. Students need to believe they are a ‘math person’. Redefine what it is to be successful in mathematics. Change the perception of who is good at maths. More than getting the right answer the quickest or following a routine/rule. Learner Disposition How students participate in mathematics, engage in activities and qualities they show towards learning. Everyone is on a math journey Asset-based approach Move away from focussing on the answer – answer an end point. Learning happens before and after an answer. Acknowledge contributions all learners make

6. Find a partner Look at your playing card. Find someone with the same colour and same number.

7. Classroom and learning environment Focus on student thinking Student thinking is more important than the answer. Talk moves are simple conversational actions to make discussions productive and respectful. Repeated opportunities needed to clarify and make sense of learning. Discussions allow students to hear concepts and clarify understanding. Multiple opportunities to understand and clarify. Work in groups Class culture – respect for others, respectful interactions, equitable participation, opportunities to interact and discuss. Flexible, random, mixed ability Students placed in groups with no assumption on ability to promote equitable outcomes for all. No ability-based groups – deficit model, negative effect. All smart in their own ways

8. Find your new partner Look at your playing card. Make the number bond to 10 in the same suit.

9. Planning class tasks Learning Approach Collaborative problem-solving approach focuses on learning rather than performing or recalling a procedure. Provide opportunities for discussion and high-level thinking to allow students to make connections Teacher not ‘over help’ or ‘over explain’ to maintain the cognitive demand of the task. Struggle is necessary Types of Tasks Tasks need to be planned for Solution or way to solve it should not obvious Authentic contexts and situations. Cognitively challenging Genuine problem solving rather than answering an equation Challenging tasks – enabling prompts and extending prompts

10. Misconception about problem solving I bought 5 cartons of eggs for our class breakfast - how many eggs do I have? This results in students completing 5x12=60 eggs which is a number sentence. They haven’t solved a problem, they have solved a number sentence. H ow many eggs will we need for our class breakfast? T his problem is open and requires discussion in a group, but each group could also get a different answer depending on their experiences. If students can explain and justify their solution, they have solved the problem.

11. Conclusions Role of the Teacher Mathematics identity, learner disposition, classroom tasks and class tasks are all influenced by the teacher. Teachers provide meaningful opportunities to experience success and opportunities to struggle Put the fun back into mathematics Teachers need to rethink what is is to be successful in mathematics Teaching mathematics is no longer about the answer, but the journey to get there. Barriers Parent and teacher expectations about what ‘good’ mathematics looks like. Parents expect it to be the same as when they were at school. Parents saying ‘we are not math people’. Ability grouping – pressure to be in the top group, labels, low work expectations Teacher subject content knowledge to confidently teach within an inquiry model Time to develop subject knowledge and time to plan lessons Teachers feeling uncomfortable with change.

12. Recommendations Start slow, but get started – it is going to take time to embed change in teacher practice. Review assessment practices as current assessment practices are linear and narrow. Disconnect between inquiry model and assessment practices. Make changes to classroom programmes relating to grouping and class tasks. Believe “everyone is a math person” and “everyone is on a math journey” (Rhodes et al., 2023).

13. Rhodes, S., Moldavan, A. M., Smithey, M., & DePiro , A. (2023). Five keys for growing confident math learners. Mathematics Teacher: Learning and Teaching PK-12 , 116 (1), 8–15. https://doi.org/10.5951/MTLT.2022.0225 Useful reading