An analysis of achievement data and a desire to introduce more culturally responsive pedagogies into the classroom were triggers for introducing an inquiry -based approach to the teaching of mathematics.
Culturally responsive relationships and practices support and promote the development of learners’ confidence in their identity, language and culture. These relationships are explicitly acknowledged and understood by teachers and learners and contribute to an inclusive learning environment in which there are equitable opportunities to learn.
In developing new approaches to the teaching of mathematics an analysis of the achievement data showed that some students were not achieving at the levels research suggested were possible.
Further investigation revealed that students ‘ perceptions of themselves and others’ capability as learners was at the heart of the issue. Leaders and teachers are focusing on ensuring teachers deliberately facilitate the participation and contribution of every learner.
Clarity of expectations within a supportive environment are key to scaffolding children into the behaviours of effective learners. Those expectations are realised through structures and processes that ensure everyone knows what to do to achieve success.
At this secondary school leaders and teachers have responded to students’ need for more time to achieve their goals. While not mandatory for either staff or students, lunchtime and after school learning sessions have become the norm.