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Naomi Ingram

Growing mathematics teachers: Putting your own oxygen mask on first. Naomi Ingram. I am informed by my own journey. I am informed by my research. Students’ mathematical journeys. Growing mathematics teachers. Confident teachers’ pedagogical practices.

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Naomi Ingram

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  1. Growing mathematics teachers: Putting your own oxygen mask on first Naomi Ingram

  2. I am informed by my own journey

  3. I am informed by my research Students’ mathematical journeys Growing mathematics teachers Confident teachers’ pedagogical practices Using challenging tasks in the classroom

  4. Introductions • Name • The context of your own teaching • Name one part of your maths teaching practice that you do well.

  5. How students experience maths in their classroom is how they come to view mathematics

  6. What does great maths teaching look like?

  7. Teaching Teaching maths

  8. Effective pedagogy in NZ curriculum • Creating a supportive learning environment • Encouraging reflective thought and action • Enhancing the relevance of new learning • Facilitating shared learning • Making connections to prior learning experiences • Providing sufficient opportunities to learn • Teaching as inquiry

  9. Tātaiako For Māori learners to achieve educational success as Māori Cultural Competency (e.g., Tapasā, understanding of your own and others’ cultures.

  10. Practice of teachingzw You don’t teach maths. You teach students. (Andy Begg, 1995, 2009 … 2017 …)

  11. Effective Pedagogy • An ethic of care • Arranging for learning • Building on students’ thinking • Worthwhile mathematical tasks • Making connections • Mathematical language • Tools and representations • Teacher knowledge Download a PDF or order a hard copy from “Down the back of the chair” www.thechair.co.nz

  12. Practice of teachingzw • Teachers need to highlighting the kind of reasoning and methods valued by mathematicians • Exploring and noticing structure • Thinking strategically • Visualising & representing • Working systematically • Posing questions and making conjectures • Mathematical modelling • Reasoning, justifying, convincing and proof • Adapted from nrich.maths.org

  13. Practice of teachingzw • Teachers need to be building students’ relationships with maths, including the explicit fostering of their mathematical engagement skills • Curious • Mathematical intimacy • Cooperative AND independent • Mathematical integrity • Affectively competent/resilient • Reflective Integrated curriculum MLE/ILE Mixed ability grouping Autonomy Digital Technology/coding

  14. Do you reach these dizzy heights? Do others in your department? What constraints do you experience?

  15. How can you grow your mathematics teaching practice?

  16. Teachers’ relationships with mathematics teaching • Knowledge • Beliefs • Feelings • Identities • Embedded ways of teaching Context, opportunities and constraints Mathematics teaching

  17. We are captured by the momentum in the swimming pool of school mathematics teaching, which has formed over many years. We stir students into this pool of school mathematics. Rather, we need to (also) be stirring students into the kind of mathematics practiced by mathematicians (Grootenboer)

  18. Teaching Teaching maths Grow your practice by doing maths

  19. Teaching Teaching maths Doing maths ourselves. Doing maths with students

  20. Suggestions of ways to grow • Reflect on your own relationship with mathematics and your teaching practices • Adopt a growth mindset for yourself • Engage in challenging mathematics - by yourself, as a team, and with your students • Find opportunities to experience confusion • Develop a brave vision for mathematics teaching in your school • Support each other to tackle or minimise the constraints that prevent you from enacting that vision “Don’t ask kaiako to make big changes to their pedagogy. Make incremental changes” (NgārewaHāwera)

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