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.
This video illustrates
Domain 4: Responsive curriculum, effective teaching and opportunity to learn
- Students have effective, sufficient and equitable opportunities to learn
- Students participate and learn in caring, collaborative, inclusive learning communities
- Effective, culturally responsive pedagogy supports and promotes student learning
This video also illustrates
Domain 5: Professional capability and collective capacity
- Access to relevant expertise builds capability for ongoing improvement and innovation
- The school identified a group of learners who were not progressing as expected and inquired further into why not.
- “Learner status’ or the learner’s own perception of their ability to learn mathematics was identified.
- Teachers sought to create a more equitable learning environment for these students drawing on both external and internal expertise
Things to think about
- How do we ensure every student has the confidence to participate and be a successful learner?
- What else do we need to do?
For more on Developing Mathematical Inquiry Communities, visit the BES website.