Day 1 of DMIC
- Recognise that culture and maths are intertwined
- Connected rich mathematical thinking
- Proficient use of mathematical practises
- Inquiry learning within mathematics
- Social grouping
- High expectations and inclusion
- culturally sustaining teaching and learning
- Co-constructing teaching, co-constructing learning
Discussion around groupings of children was interesting and I was concerned that my higher ability children would not be challenged. I am keeping an open mind......
Tips and Tricks
- When writing problems makes sure you use the culture of someone in your class. Everyday there will be a star.
- Set whānau task to take photos of mathematical things in their house and send back to class.
- Warm ups are to be completely unrelated to the task you are teaching.
How to set up your class
No more than 16 in group working.
Felt pens
One pen one recording book.
No one is left behind you are working as a whānau group no one is the passenger no one is the leader.
What do you do with the other half of the class?
Useful links
Warm Ups
What mathematical ideas do you see here? ½ ¼ whole?????
Kia ora Heather, thanks for sharing. Like you, I am interested how to cater for high ability learners, but like you also, I have an open mind and look forward to our learning journey this year.
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