Designing numeracy learning
Who’s doing the thinking?
Video (2.35 mins)
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.
Video (2.31 mins)
The three distinctive parts of the numeracy learning design – 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
Video (5.23 mins)
Mental routines develop vocabulary and activate prior knowledge. They have three types of questions – open, closed and flipped questions.
Problematised situation overview
Video (3.01 mins)
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
Video (11.57 mins)
Ann introduces a Year 3, 4 class to a problematised situation. 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
Video (12.02 mins)
Ann introduces a Year 6, 7 class to a problematised situation. 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
Video (4.43 mins)
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.
Video (1.35 mins)
Ann summarises how she enacted the numeracy learning design with R/1/2, Year 3/4 and Year 5/6 classes at John Hartley B-7 school.