DMIC Session 2

Continued from last week

• mathematical practices do we use?
• Making a claim
• Students learn these practices by having an opportunity to use them
• To discuss, inquiry, argue and make sense
• Values: What are your core values and beliefs:
• empathy, honesty, everyone has a voice, fun, reliability, respect
• How do these values play out in the classroom?
• Establishing norms
• Co-construction of norms
• How might these values be different from the values of your students?
• Pasifika Values:
• Reciprocity
• Spirituality
• Leadership
• Love
• at home, Pasifika students are more physical than the classroom setting
• Belonging
• Family
• Relationships
• Building good relationships with students, and with each other
• Inclusion
• Service
• Respect
• Respect towards teachers, but this can make it hard to communicate
• Social understanding taught through maths
• The Communication and Participation Framework
• Teacher actions for developing conceptual explanations
• Modelling a mathematical explanation
• Use the context of the problem, not just the numbers
• Revoice and extend an explanation using the problem context
• Expect mathematical reasons
• A question to scaffold students to extend their explanations to include the problem context and what they did mathematically.
• What do you mean by?
• What did you do in that bit?
• Can you show us what you mean by?
• Could you draw a picture of what you are thinking?
• Active Listening and Questioning for Sense-making
• Discuss and role-play active listening
• Use inclusive language: show us, we want to know, tell us
• Structure the student's explanations and sense-making section by section
• Emphasize the need for individual responsibility for sense-making and collective responsibility for each other. - A group solution "This is a group task, everyone needs to understand, ask them to tell what you would do."
• Collaborative support and responsibility for the reasoning of all group members
• Provide space in explanations for thinking and questioning
• Establish use of one piece of paper and one pen
• Establish the expectation that students agree on the construction of a solution strategy that all members can explain
• During the launch ensure the problem is visible to all students
• Small group: Provide individual think time, then discussion and sharing before recording
• Explore ways for the students to support each other using a range of cultural models
• Culturally Sustaining Pedagogy
• Centre on culture - outside of school

• Students Home Contexts for Problems
• How can you build your own knowledge of the students' use of mathematics at home?
• Conversations with students and parents, ask for photos of maths, "how do you celebrate?" - Your context will not apply to all students, but this promotes tolerance
• What are some outside of school contexts?
• Surf, surf club, rugby, gaming, youtube, camping and travel, skating, athletics, triathlon, tramping, cooking, role-playing, netball
• An ethic of care
• requires a culturally sustaining approach to teaching that enables all students to participate, contribute and learning within the classroom
• Engaging in productive-struggle provides learning
• Identify, recognise, respect, and value the mathematics of diverse cultural groups
• Provide problems that challenge their students and allow students to struggle so that they develop their own mathematics identity
• Avoid dependency on a teacher
• Independent work
• Make it purposeful
• problems/ practical activities
• make the practice related to previous maths focus (use problems from the previous day, week and last term: refer students to solved problems from the wall)
• Adapt group tasks for individuals
• Taskboard rotation
• Developmental play
• Talk moves - Teacher Talk Moves
• Revoicing
• Repeat what someone said, can you clarify?
• Repeat
• Students repeat in their own words if you don't hear you need to ask to say it again
• Not behaviour management tool - they need to hear it again
• Reasoning
• Asking students to apply their own reasoning to someone else's reasoning
• Do you agree or disagree?
• An entry point to elicit student thinking
• Adding on
• prompting students for further participation
• Would you like to add something more to this?
• Waiting
• Wait in silence
• Take your time... we'll wait
• Total silence, count to 10 in your head
• It is ok for students to say I don't know
• Warm-ups that encourage mathematical practices
• Quick images
• 2-second image
• Turn and talk
• What do you see now
• Pick someone to tell you what they saw
• True and false
• Patterns
• Number Talk Images site 
• Odd one out
• Creative maths prompts