Numeracy

Our Numeracy Beliefs and Practices

We believe that effective teaching and learning of numeracy is:

• Fun and hands on learning experiences
• Related to real world problems and learning
• Explicit teaching of prerequisite skills to avoid misconceptions, following the Australian Curriculum Learning
• Progressions as part of ACARA
• The teaching of mathematical vocabulary and consistent use of mathematical language
• A planned balanced numeracy session (incorporating a warm up, explicit focus, differentiated  exploratory activities and time for cognitive closure)
• Open ended and inquiry based learning experiences
• Using timely and appropriate assessments and resources that are targeted to identify and address specific student needs
• Catering for all learning styles
• Using a range of quality and purposeful assessment tasks (e.g. BASE, SENA, PAT Maths)

In our school you will see:

• Students having an opportunity to practise mathematics skills and apply them
• The explicit teaching of a variety of strategies to solve a problem
• Students explaining their thinking and how they reached their strategies and answers
• Students engaging in collaborative learning with each other
• The explicit teaching and reflection of problem solving and meta cognitive skills
• Whole class, small group and individual open-ended and inquiry learning tasks
• The use of both mixed ability groups and ability groups
• The use of quality open ended maths games
• The use of resources that are targeted to specific student needs
• Explanations and visible displays of mathematical language
• Mathematical word walls using purposeful and relevant language
• Posters and displays used for children’s learning
• Consistent use of mathematical language between both teachers and students
• Self-directed opportunities to perform mathematical tasks
• Teachers engaged in collaborative data discussions as part of our PLTs
• The use of diagnostic, formative and summative assessments
• A whole school approach and purposeful assessment schedule

So that …

• Children become confident and critical thinkers, communicators, and mathematicians.
• Children develop dispositions for learning such as curiosity, confidence, persistence, problem solving, inquiry, hypothesising and experimentation.
• Children can transfer their knowledge from one concept and context to another.