We are fortunate enough to have an MST @ RSS this year. This programme is specifically designed to support the development of students well below, below, and 'at risk' of the National Standards. 

Mel, our MST, is doing a fabulous job implementing this programme and it has been a pleasure to spend time with her and relieving for her in this role on one occasion. There is certainly a huge change in the attitude of these students to their maths development - what a great start!

In reading Mel's assignment for her Massey Post-Grad Paper, my reflections are as follows:

For students who are struggling in maths, the following elements are key:

  • Engagement - of students and teachers
  • Understanding of a learners maths identity, which is so often impacted by misunderstandings
    • creativity
    • problem solving
    • collaboration
    • anxiety
  • It is crucial for students to see how maths applies in the real world
  • Teachers have the biggest impact on student learning.
  • Task choice is integral to learner engagement
  • Discerning task choice by the teacher promotes mathematical mindsets and deep, connected understandings.
  • It is important for learners below to be part of rich mathematical discourse.
  • There are 4 components to a math-talk rich learning environment
    • Questioning
    • Explaining mathematical thinking
    • Sources of mathematical ideas
    • Responsibility for learning
  • The role of the teacher as a facilitator of math-talk is critical.
  • Mixed ability grouping is key.


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