Maths

Maths at bayfield includes:

Assessment to identify knowledge and strategy needs and goals.
Regular small workshops to target the learning that cater for student learning needs.
Follow up practice to consolidate the new learning and apply the strategies of mathematics.
Collaborative inquiry problem solving tasks in small groups based on the work of Lucie Cheeseman, Maths Matters.
Collaborative learning means deeper thinking and discussion, where students learn from one another.
Pushing students to where they should be heading and beyond (Accelerated Learning) - Learning In The Fast Lane by Suzy Pepper Rollins.
Having high expectations for all students.
Increasing the maths rich vocabulary.

Ask questions, think about the problem together and how they are going to solve it, explore ideas and collaborate, explain reasoning, work out when they need some scaffolding of knowledge, work alongside the teacher and explain their thinking and results.
Having a sound balance between the teaching of knowledge, assessment tasks and practical applications.
Having the timing pressure removed around different types of tests to alleviate the pressure to regurgitate facts on demand, Jo Boaler, Stanford University.

Research says students learn best when they are working with students of differing abilities – this promotes a positive mathematical mindset, Dr Adrienne Alton-Lee, Tokona Te Raki, Maori Futures Collective.

Be confident and knowledgeable mathematicians who are able to take risks and rework mathematical problems, troubleshoot issues and work with others to build on existing concepts and knowledge.
Know how to use this knowledge and how it can be applied in practical and contextual settings.
Be able to identify what they have learnt, what they are learning and why and know their next steps in maths.
Have a voice, desire, curiosity and passion for learning. To see that maths is in everything they do.
Develop a positive mathematical identity by promoting a growth mindset approach to mathematics that shows students they can enjoy and succeed in maths.

As a school we use the Junior Assessment of Mathematics in Years 1-3 (JAM), Global Strategy Stage test (Gloss) 4-6 as part of our formative assessment practice. These assessments are used strategically and some children who are above the expected stage or level in the junior school may be assessed on the Gloss test, so that the teachers can assess a greater range of knowledge and strategies.

As well as these assessments, we have regular assessment tasks that are analysed during the school day. These may take the form or a follow up activity from a workshop (where the teacher has taught a small group a goal specific to their needs e.g. converting a fraction to a decimal), teachers also collect observational data to make judgements about what a child might understand or need more support with during a teaching session.

Another assessment practice used is a Think board, maths inquiry. A think board is when a child solves a word problem with more than one mathematical concept and has to show their working and then explain their process to solve the problem, often in a small group.