Blaxland road a ripple or a storm
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Blaxland Road: A ripple or a storm?. 1992 MiNZC. 1996 TIMSS. 1997a Quality Teaching- Green Paper. 1999 Year 3 exploratory study. 1997b Maths & Science taskforce. Evaluation  Implementation  Policy. Ian Christensen Joanna Higgins Kathryn Irwin Gill Thomas

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Blaxland Road: A ripple or a storm?

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Blaxland road a ripple or a storm

Blaxland Road: A ripple or a storm?


Blaxland road a ripple or a storm

1992

MiNZC

1996

TIMSS

1997a

Quality Teaching- Green Paper

1999

Year 3 exploratory study

1997b

Maths & Science taskforce


Blaxland road a ripple or a storm

Evaluation  Implementation  Policy


Blaxland road a ripple or a storm

Ian Christensen

Joanna Higgins

Kathryn Irwin

Gill Thomas

Tony Trinick

Jenny Young-Loveridge

Murray Britt

Raewyn Carman

Fiona Ell

Ngarewa Hawera

Robyn Isaacson

Sashi Sharma

Brendan Stevenson

Andrew Tagg

Merilyn Taylor

Sandi Tait-McCutcheon

Maia Wakefield

Jenny Ward

Joanne Woodward

Donna Yates


Data base facts

Data base facts

461226 students

189 MB (2005-06)


How reliable are teachers judgements

How reliable are teachers’ judgements?

Thomas, Tagg & Ward 2005


How reliable are teachers judgements1

How reliable are teachers’ judgements?

Thomas, Tagg & Ward 2005


How reliable are teachers judgements2

How reliable are teachers’ judgements?

Teacher: There are nine counters under this card and eight counters under this one. How many counters are there altogether?

Student: 17

Teacher: How did you work that out?

Student: I know that nine plus nine is 18 and one less, so 17.


How reliable are teachers judgements3

How reliable are teachers’ judgements?

Teacher: There are nine counters under this card and eight counters under this one. How many counters are there altogether?

Student: 17

Teacher: How did you work that out?

Student: I know that nine plus nine is 18 and one less, so 17.


Blaxland road a ripple or a storm

Students


Blaxland road a ripple or a storm

Kelsey


Blaxland road a ripple or a storm

What has happened to the year 2’s from 2002?

Thomas & Tagg, 2007


Blaxland road a ripple or a storm

What has happened to the year 2’s from 2002?

Thomas & Tagg, 2007


Blaxland road a ripple or a storm

What has happened to the year 2’s from 2002?

Thomas & Tagg, 2007


Blaxland road a ripple or a storm

What has happened to the year 2’s from 2002?

Thomas & Tagg, 2007


Blaxland road a ripple or a storm

Progress of year 6s in Longitudinal Schools

Thomas & Tagg, 2007


Blaxland road a ripple or a storm

Progress of year 6s in Longitudinal Schools

Thomas & Tagg, 2007


Blaxland road a ripple or a storm

Percentages of students at curriculum levels

Thomas & Tagg, 2007


Blaxland road a ripple or a storm

Percentages of students at curriculum levels

Thomas & Tagg, 2007


Blaxland road a ripple or a storm

SNP 2006 final knowledge results (%)

Tagg & Thomas (Draft), 2007


Blaxland road a ripple or a storm

Tagg & Thomas (Draft), 2007


Blaxland road a ripple or a storm

Young-Loveridge, 2005, p.15


Blaxland road a ripple or a storm

Tagg & Thomas, 2007


Blaxland road a ripple or a storm

Mean maths scores for year 5 (1994-2002)


Blaxland road a ripple or a storm

NEMP, 2006, p.13


Blaxland road a ripple or a storm

I am training to make the mathletics team next year.


Blaxland road a ripple or a storm

Teachers

Students


Blaxland road a ripple or a storm

Teacher knowledge and practices are the most immediate and most significant outcomes of any professional development effort. They also are the primary factor influencing the relationship between professional development and improvements in student learning.

Guskey, 2000, p.75


Blaxland road a ripple or a storm

My content knowledge has not just developed - it has been a re-awakening.

CMIT 2000 teacher


Blaxland road a ripple or a storm

Rights to cartoon can be purchased from www.cartoonstock.com


Blaxland road a ripple or a storm

You observe the following equation in Jane’s work:

Is she correct?

What is the possible reasoning behind her answer?

What, if any, is the key understanding she needs to develop to solve this problem?


Blaxland road a ripple or a storm

You observe the following equation in Jane’s work:

Is she correct?

No 48% (21)

Yes 39% (17)

No response14% (6)


Blaxland road a ripple or a storm

  • You observe the following equation in Jane’s work:

  • What is the possible reasoning behind her answer?

  • Correct: 59% (26)

  • She may have added 1+1+1=3 and then added 2+2=4

  • She is dividing one and a half into 2 groups


Blaxland road a ripple or a storm

  • You observe the following equation in Jane’s work:

  • What, if any, is the key understanding she needs to develop to solve this problem?

    Correct 18% (8)

  • It’s asking “how many halves are there in 1 1/2?”

  • The question is asking “if 1 1/2 is a half what is the whole?”


Blaxland road a ripple or a storm

“Maths is no longer one of the things that would be missed if there was a visiting production or things like that.”


Blaxland road a ripple or a storm

Schools

Teachers

Students


Blaxland road a ripple or a storm

Schools will not not improve unless the administrators and teachers within them improve. But organizational and systemic changes are usually required to accommodate and facilitate these individual improvements.

Guskey, 2000, p.37


Blaxland road a ripple or a storm

New programs or innovations that are implemented well eventually are regarded as a natural part of practitioners’ repertoire of professional skills.

Guskey, 2000, p.39


Blaxland road a ripple or a storm

System

Schools

Teachers

Students


Blaxland road a ripple or a storm

Other

System

Schools

Teachers

Students


Blaxland road a ripple or a storm

As workplaces become more focused on workplace efficiency and quality, the importance of numeracy skills and knowledge is growing, as they have been shown to be a key factor in workplace success.

Parsons & Brynner, 2005


Blaxland road a ripple or a storm

Percentage of learners attaining competence on the learning progressions.


Blaxland road a ripple or a storm

Percentage of learners at the loweststage in each learning progression


Blaxland road a ripple or a storm

Image removed


Blaxland road a ripple or a storm

Hi Andrew! I am a Mathematics Coach at *** Elementary School in Los Angeles, California and I am a huge fan of your website and curriculum! I have used many, many of the lessons, activities and assessments. However, I was wondering:

1. are there other teachers in the U.S. using nz maths? and 2. is there any way for me to order a copy of the student and teacher texts that you use?

I would very much appreciate your response.

Thanks very much,


Blaxland road a ripple or a storm

70% of site usage from overseas

40% of site usage relates to Numeracy material

Approximately 50,000 unique visitors per month

Very roughly 10,000 international visitors to the Numeracy material per month


Blaxland road a ripple or a storm

Making the ripple a storm.


Blaxland road a ripple or a storm

DENIAL AIN’T JUST A RIVER IN EGYPT.

MARK TWAIN


Blaxland road a ripple or a storm

Number of peer reviewed articles dealing with climate change during the previous 10 years

928

Percentage of articles in doubt as to the cause of global warming.

0%

Number of articles in the popular press during the previous 14 years

636

Percentage of articles in doubt as to the cause of global warming.

53%


Blaxland road a ripple or a storm

Rights to cartoon can be purchased from www.cartoonstock.com


Blaxland road a ripple or a storm

Vince Wright: Numeracy Working Group Meeting (Feb 2000)

The years 2000 to 2005 were marked as those of the “Number Framework”. This was an attempt to clarify the early developmental stages of students’ learning in number. Much effort was made to ground the framework on research. The framework became the lynchpin for the professional development of teachers in mathematics.


Blaxland road a ripple or a storm

Experience now shows…

…that the framework was very detailed and cumbersome. Most teachers found it threatening and confusing. It neither inspired them or gave them confidence. In terms of student performance it was an abject failure.


Blaxland road a ripple or a storm

Experience now shows…

…that the framework was very detailed and cumbersome. Most teachers found it threatening and confusing. It neither inspired them or gave them confidence. In terms of student performance it was an abject failure.

or

…that the framework captured the complexity of students’ development in a simple way. It was a powerful synthesis of the research at that time. Teachers were able to see the relevance of it in their classroom practice. Experience has shown the development of a number framework was the single most important factor in New Zealand’s improved achievement in mathematics.


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