Friday, 7 April 2017

End of term 1 inquiry

This term, I have made some interesting and exciting discoveries through my inquiry. My overall focus for my inquiry into mathematics this year is how I can be encouraging improvements in mathematical reasoning/ explanations. I have started off by looking into ways I can give students the chance to explain their thinking through a number of modalities.

This presentation will provide my inquiry steps taken throughout term 1:

I will add links to some of the screencasts completed by students so far this year once they are on student blogs. The screencasts have proven to be a potentially valuable assessment tool to notice gaps or misconceptions in mathematical thinking and reasoning, and next steps for individual students. 

Friday, 24 February 2017

Inquiry - Beginning of term 1

This year, for my inquiry I am looking into my teaching practice in mathematics. I am interested in looking into how I am currently teaching maths, and how I can be making changes to my practice to best benefit my learners. 

Throughout 2016, I became aware of the amazing opportunities digital technologies are able to provide to redefine teaching of mathematics. I also realised that many learners are able to confidently answer mathematical problems when given scaffolding in group situations, however cannot always provide the same explanations when working independently or solving problems without scaffolds.

Ideas to investigate this year during my inquiry could include looking into the power of multi-modal learning in mathematics (use of audio and visual, tactile experiences to explain thinking), ability to self reflect, and development of strategies to use when working independently. 

In terms of my practice, I could look into learning experiences I am providing to learners in class, how I am teaching strategies in group settings, and how I am supporting learners who are working independently (how I am teaching strategies which could be used independently).

Thursday, 16 February 2017

Overcoming the Challenge of Attributing Images

Whenever I have to use an image online which is not my own, many thoughts go through my head: How should I be using it? How should I be attributing the author? Am I giving the author enough credit?

If we struggle with this onerous, yet necessary task, we can only imagine how our learners must feel!

As part of teaching our learners to be cybersmart, it is important that we are modelling the best practice. After much pondering and reflection over the first part of the summer, I decided to create a poster which I would be able to use in my year 5 class. I needed someway of simplifying the process for the learners to help it become an automatic and painless process. A disadvantage of the attributions provided through is that they do not include working links to related pages for the photo. This can easily be fixed by adding them in yourself.

The poster which I created demonstrates a simple, step-by-step process, including decisions learners may have to make when using images online:

Monday, 16 January 2017

Digital Enhancement, Day 1

Today was the first day of our week long block course in digital enhancement through the University of Auckland. It was an interactive day where we looked deeply into a number of learning theories. We each had to prepare a 15 minute activity which focused on the major concepts of one of nine readings. My activity was based around the text, Evaluating the change in space in a technology-enabled Primary Years setting, by Terry Byers and Wesley Imms (2016). I found this text really interesting as it gave a number of theoretical explanations for the changes in physical classroom spaces which are seen in many schools today. I found it particularly interesting learning about the change from a one-spot focus in the class (where a teacher tends to teach from only one area of the classroom), to a classroom with no single focus (known as a "polycentric layout", p. 205).

The task which I created around this reading encouraged my colleagues to think about their classroom spaces from last year, and the classroom spaces they will be teaching in this year. They sketched out a floor plan of their classrooms and then discussed and planned what changes could be made to give their classrooms a realistic polycentric layout. We discussed how difficult it was to achieve this in older classroom spaces which were not purpose built and without purpose-built fittings. It definitely made us all think about our practice and whether we tend to teach from one 'comfortable' spot or whether we move around a lot during the day.

Here are the slides which display some of our more 'polycentric' classrooms:

I found it interesting that this reading gave purpose to these physical classroom changes, such as allowing for ubiquitous learning which encouraged creativity and collaboration while giving students agency. These are all goals and principles which are so important in our schools and which we constantly talk about on a day-to-day basis!


Byers, T. & Imms, W. (2016). Evaluating the change in space in a technology-enables primary years setting. In K. Fisher (Ed.), The Translational Design of Schools (pp. 199-220). Sense Publishers.