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Blaxland Road: A ripple or a storm?

Blaxland Road: A ripple or a storm?. 1992 MiNZC. 1996 TIMSS. 1997a Quality Teaching- Green Paper. 1999 Year 3 exploratory study. 1997b Maths & Science taskforce. Evaluation  Implementation  Policy. Ian Christensen Joanna Higgins Kathryn Irwin Gill Thomas

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Blaxland Road: A ripple or a storm?

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  1. Blaxland Road: A ripple or a storm?

  2. 1992 MiNZC 1996 TIMSS 1997a Quality Teaching- Green Paper 1999 Year 3 exploratory study 1997b Maths & Science taskforce

  3. Evaluation  Implementation  Policy

  4. Ian Christensen Joanna Higgins Kathryn Irwin Gill Thomas Tony Trinick Jenny Young-Loveridge Murray Britt Raewyn Carman Fiona Ell Ngarewa Hawera Robyn Isaacson Sashi Sharma Brendan Stevenson Andrew Tagg Merilyn Taylor Sandi Tait-McCutcheon Maia Wakefield Jenny Ward Joanne Woodward Donna Yates

  5. Data base facts 461226 students 189 MB (2005-06)

  6. How reliable are teachers’ judgements? Thomas, Tagg & Ward 2005

  7. How reliable are teachers’ judgements? Thomas, Tagg & Ward 2005

  8. How reliable are teachers’ judgements? Teacher: There are nine counters under this card and eight counters under this one. How many counters are there altogether? Student: 17 Teacher: How did you work that out? Student: I know that nine plus nine is 18 and one less, so 17.

  9. How reliable are teachers’ judgements? Teacher: There are nine counters under this card and eight counters under this one. How many counters are there altogether? Student: 17 Teacher: How did you work that out? Student: I know that nine plus nine is 18 and one less, so 17.

  10. Students

  11. Kelsey

  12. What has happened to the year 2’s from 2002? Thomas & Tagg, 2007

  13. What has happened to the year 2’s from 2002? Thomas & Tagg, 2007

  14. What has happened to the year 2’s from 2002? Thomas & Tagg, 2007

  15. What has happened to the year 2’s from 2002? Thomas & Tagg, 2007

  16. Progress of year 6s in Longitudinal Schools Thomas & Tagg, 2007

  17. Progress of year 6s in Longitudinal Schools Thomas & Tagg, 2007

  18. Percentages of students at curriculum levels Thomas & Tagg, 2007

  19. Percentages of students at curriculum levels Thomas & Tagg, 2007

  20. SNP 2006 final knowledge results (%) Tagg & Thomas (Draft), 2007

  21. Tagg & Thomas (Draft), 2007

  22. Young-Loveridge, 2005, p.15

  23. Tagg & Thomas, 2007

  24. Mean maths scores for year 5 (1994-2002)

  25. NEMP, 2006, p.13

  26. I am training to make the mathletics team next year.

  27. Teachers Students

  28. Teacher knowledge and practices are the most immediate and most significant outcomes of any professional development effort. They also are the primary factor influencing the relationship between professional development and improvements in student learning. Guskey, 2000, p.75

  29. My content knowledge has not just developed - it has been a re-awakening. CMIT 2000 teacher

  30. Rights to cartoon can be purchased from www.cartoonstock.com

  31. You observe the following equation in Jane’s work: Is she correct? What is the possible reasoning behind her answer? What, if any, is the key understanding she needs to develop to solve this problem?

  32. You observe the following equation in Jane’s work: Is she correct? No 48% (21) Yes 39% (17) No response 14% (6)

  33. You observe the following equation in Jane’s work: • What is the possible reasoning behind her answer? • Correct: 59% (26) • She may have added 1+1+1=3 and then added 2+2=4 • She is dividing one and a half into 2 groups

  34. You observe the following equation in Jane’s work: • What, if any, is the key understanding she needs to develop to solve this problem? Correct 18% (8) • It’s asking “how many halves are there in 1 1/2?” • The question is asking “if 1 1/2 is a half what is the whole?”

  35. “Maths is no longer one of the things that would be missed if there was a visiting production or things like that.”

  36. Schools Teachers Students

  37. Schools will not not improve unless the administrators and teachers within them improve. But organizational and systemic changes are usually required to accommodate and facilitate these individual improvements. Guskey, 2000, p.37

  38. New programs or innovations that are implemented well eventually are regarded as a natural part of practitioners’ repertoire of professional skills. Guskey, 2000, p.39

  39. System Schools Teachers Students

  40. Other System Schools Teachers Students

  41. As workplaces become more focused on workplace efficiency and quality, the importance of numeracy skills and knowledge is growing, as they have been shown to be a key factor in workplace success. Parsons & Brynner, 2005

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