Numeracy
"Learning mathematics is basically a constructive process... pupils gather, disocover, create mathematical knowledge and skills mainly in the course of some social activity that has a purpose.... Instead of being the main if not the only source of information, the teacher becomes a 'privilaged' member of the knowledge building community of the classroom who creates an intellectually stimulating climate, models learning and problem-solving activities, asks provocative questions, provides support to students through coaching and guidance, and fosters students' responsibility for their own learning".
(Verschaffel & De Corte 1996)
Positive attitude
Rich tasks
Problem-solving
Open-ended questions
Collaboration
Representations
Concrete materials
Technology
Modelling
Inquiry
Games
Design
Visual and hands-one resources for visual and kinesthetic learning. Very important for developing a foundation of number sense before moving to abstract numeracy concepts.
Whole class and small group work with explicit instruction, modelling. Collaboration and peer-to-peer support is highly encouraged.
Teaching the 'big ideas' in number such as trusting the count, place-value, multiplicative thinking, partitioning and proportional reasoning.
I need to know what my students knows already and what support they need to go further in their understanding. Practical ideas and strategies must be implemented as well as assessment strategies that expose students thinking and what the next steps are.
Easily accessible resources, activities and games for engaging and fun maths activities.
Teaching strategies that are well practiced rather than rote learning and worksheets.
Open ended activities that can be adjusted to meet the individual learning needs of students.
