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.
This video illustrates
Domain 4: Responsive curriculum, effective teaching and opportunity to learn
- 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
- 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
- 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?
For more on Developing Mathematical Inquiry Communities, visit the BES website.