Ann Baker demonstrates use of a numeracy cycle and explains how this enables the construction of students’ understanding..
The three distinctive parts of the numeracy cycle – mental routine, problematised situation and reflection, focus each student in the class on one engaging task. The task offers students multiple entry points, invites them to explore their thinking in their own way and to collaborate with their peers. It also provides the teacher with rich diagnostic information upon which to design next learning steps for each student.
Mental routine – Year 6, 7 class
Mental routines develop vocabulary and activate prior knowledge. They have three types of questions – open, closed and flipped questions.
Problematised situation overview
Every unit of learning begins with a problematised situation which engages students, challenges their mathematical thinking and has multiple entry points. It is an effective diagnostic tool because it reveals what students bring to the learning.
Problematised situation – Year 3, 4 class
Ann introduces a Year 3, 4 class to a problematised situation. See how she finds out what students bring to the learning as they discuss their thinking with her and share and reflect as a community of learners at the end of the lesson.
Problematised situation – Year 6, 7 class
Ann introduces a Year 6, 7 class to a problematised situation. See how she finds out what students bring to the learning as they discuss their thinking with her and share and reflect as a community of learners at the end of the lesson.
Strategy lesson – Year 6, 7 class
Strategy lessons respond to the needs (skills or strategies) identified the day before in the problematised situation and are designed to provide students with specific learning opportunities.
Ann summarises how she enacted the numeracy cycle with three multi-age classes, a Reception, 1, 2 class, a Year 3, 4 class and Year 6, 7 class at John Hartley B-7 school.
Who’s doing the thinking?
Education consultant, Ann Baker outlines her approach to teaching mathematics which engages all of the students in solving challenging problems that are connected to their daily lives. The hardest challenge for teachers is to not rescue students from doing the hard thinking and to create a community of learners in the classroom.