Improvement In Action Te Ahu Whakamua

Strengthening curriculum: inquiry maths - Manurewa Central School

It builds confidence in children’s own ability, their own view that they can become active problem solvers.

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.

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Domain 4: Responsive curriculum, effective teaching and opportunity to learn

Evaluation indicators

  • Effective, culturally responsive pedagogy supports and promotes student learning
  • Students learn, achieve and progress in the breadth and depth of The New Zealand Curriculum and/or Te Marautanga o Aotearoa

This video also illustrates

Domain 5: Professional capability and collective capacity

Evaluation indicators

  • Systematic, collaborative inquiry processes and challenging professional learning opportunities align with the school vision goals and targets
  • Access to relevant expertise builds capability for ongoing improvement and innovation

Key content

  • Internal evaluation showed that students did not see themselves as good mathematicians and could not always articulate their mathematical understandings
  • Mixed ability groupings of learners develop deeper mathematical understanding through inquiry and problem solving
  • Teachers co-construct problems with colleagues and consider all the misconceptions learners may have, building their own mathematical understanding
  • Leaders model changing practice through active participation in professional learning and application in the classroom

Things to think about

  • To what extent does an analysis of data and information influence approaches to curriculum and teaching in your school?
  • How well does your pedagogy support ‘learning to learn’ capabilities?