Auburn North Public School
Changing Practice in Numeracy to
Improve Student Outcomes
By Bronwen Camp and Erin Grainger
School Background
• 561 students
• 35 language backgrounds
• 130 refugees
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Community languages – Turkish, Arabic, Chinese, Dari
PSP school
Low Socio Economic Status community
Transient student population
• 19 Early Career teachers
• Full time teacher mentor
Data Collection
We utilise a range of data to inform our direction in numeracy.
NAPLAN data
School based data
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Benchmarking – pre / post assessment
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This year we have been looking at
students incorrect responses and
using a Newman’s Error Analysis
approach to work out why
students answered questions
incorrectly.
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These are grade based pre and
post assessment tasks that are
completed each term that fit with
our school scope and sequence.
SENA and Counting On
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Teachers are given 1 teacher
relief day to assess students in
Term 1. They are asked to record
their students data on school
based graphs and update
information throughout the year.
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Class data and student work
samples.
Looking at where our students
scored in terms of percentages as
opposed to comparisons between
the district or state.
Data Collection
We utilise a range of data to inform our direction in numeracy.
Surveys
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Staff surveys - Each year we create
detailed staff surveys to ensure we are
meeting the needs of teachers.
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Informal feedback through stage
representatives on the numeracy
committee or through mentor support.
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Annual School Report – we have
surveyed staff, students and parents
through our numeracy curriculum
focus over the last 2 years.
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Numeracy Review – We conducted
interviews with students, staff and
parents (using translators).
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Parent workshops in numeracy –
We always ask parents what their
requests are for future training
sessions.
Numeracy Review (2009)
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Tracking of student data overtime
Modifying pre – post tests
Use of rubrics - CTJ
Future direction for staff T & D
Teacher knowledge and use of
syllabus and support documents –
Must Have Must Know boxes.
Mandatory requirements in maths.
Numeracy IMPAQT focus
Revise scope and sequence.
Lesson structure and timing.
Protected numeracy time.
Effective use of specialist staff
Parents informed of what their children
were learning (maths newsletters)
Parent workshops in numeracy
What do we do with the data?
Training and Development
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Each year we look at our data and
teacher surveys and create T & D
sessions that cater for identified
needs. We have run a range of T & D
sessions using the following modes of
delivery; whole staff, grade teams,
differentiated sessions and choose a
session.
Language of maths
Differentiation
CTJ in numeracy
ICT in numeracy
Newman’s Error Analysis
CMIT
Counting On
Backward mapping, rubrics
Resources
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We look at areas identified in our data
and teacher surveys and assess what
resources we could make or buy to
support teachers implementation of
the syllabus through motivating and
engaging students.
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Maths related readers and big books
Charts
Resource tubs for each class
Fractions and Decimals
Language of maths
CMIT
Counting On
Newman’s Error Analysis
CMIT homework activities.
What do we do with the data?
Teacher mentoring /
support allocation
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In 2009 we have used 3 days a week
of our PSP teacher allocation for
numeracy mentoring in the
classrooms.
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Areas of priority for support this year –
CMIT, Counting On, Newman’s Error
Analysis, CMIT homework activities
(Yr 1- Yr 4), beginning teachers and
teachers not trained in CMIT and
Counting On.
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As with students you can’t assume
that because you’ve taught it they’ve
got it. Staff training needs to be
followed up in the classroom and
ongoing support provided.
Parent Training
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Each year we have provided parents
with some form of training in
numeracy. We use our Community
Language teachers to translate for
these sessions. Some areas covered
in the last few years include; CMIT,
mental computation, language of
maths, Best Start.
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Harmony House also runs maths
sessions for parents each week.
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Grade based maths newsletters go
home each term to inform parents of
what their child will be learning. These
include visual information as well as
examples of outcomes being taught to
help the parents understand what we
are teaching.
What have been the key factors in
achieving change in numeracy?
• A dedicated numeracy team
• PSP money (resources, teacher relief for assessing, creating
resources and pre and post tests)
• PSP teacher relief – mentor support
• A school culture that is supportive of team teaching
• Support from Marion Assagaier – Numeracy Consultant
• Keen and committed staff, students and parents
• Training and development
• A Principal who supports the numeracy teams initiatives
• Change needs to be informed, directed and supported
The Language of Maths
The literacy demands in numeracy lessons.
Maths readers – Each class K-6 has a set of maths related readers
covering the sub-strands of maths. (Cross curricula links)
Maths big books – We have a large range of maths big books in our
library.
The Language of Maths
The literacy demands in numeracy lessons.
Maths in a box – We purchased sets of these and bagged them in substrands so that more teachers could be using them. (Real world links)
Maths charts – Strategies – All K-6 classes have strategies posters which
provide good visual support for students as well as providing explicit
strategies.
- Language – All K-2 classes have commercial language of
maths posters which provide good visual and language support for
students across most strands of maths.
The Language of Maths
The literacy demands in numeracy lessons.
Language of maths words (pencil cases) – We have all the language
of maths words from the What When How to teach maths folder on
flashcards for teachers to use in lessons and displays.
Newman’s Error Analysis – Each class has the Newman’s prompts on
cards as well as sets of cut up NAPLAN questions.
The Language of Maths
The literacy demands in numeracy lessons.
Blank language of maths chart – Teachers and students use this during
maths lessons so that it is interactive rather than ‘wall art’.
Cross curricula links & links between the sub-strands in maths Teachers are starting to do this more confidently and effectively.
The Language of Maths
The literacy demands in numeracy lessons.
Making explicit links for students so they understand the connections –
prior learning, real world….
Mental computation – Using open ended questions allowing for students
to use a variety of mental computation skills and strategies as well as
allowing the students to ‘talk the talk’
The Language of Maths
The literacy demands in numeracy lessons.
Focus / purpose of the lesson and reflection time – Giving students a
clear focus for their learning and an opportunity for reflection helps
them to consolidate their language and understanding.
Hands on learning – interacting with resources and other students to
develop their understanding of concepts and language in a motivating
and engaging environment that allows for investigating.
Recording in maths – taking the hands on learning one step further in the
classroom and in CMIT HW activities. This must be modelled to
children.
The Language of Maths
The literacy demands in numeracy lessons.
Visual literacy – students need to know how to read and interpret words,
graphs, charts, pictures….
Timing of lessons – Too much talk can be confusing for students. Timing
of lessons is very important as is using the teaching and learning cycle
to inform your lessons. In the long run it is better to have a solid
understanding of what you are doing rather than a lot of ‘partly known
information’. Go for quality over quantity.
Differentiation and scaffolding student learning – Teachers need to
differentiate and scaffold the students use of the language of maths as
well as numeracy tasks.
ICT – there are some fantastic computer programs and interactive
whiteboard activities that allow students to engage in their learning and
investigations in numeracy. (4 interactive whiteboards were installed in
classrooms last term.)
The Language of Maths
The literacy demands in numeracy lessons.
Quality teaching elements – If you are using these in your lessons you
can’t go wrong.
Maths newsletters – Informing parents of what we are teaching in maths
each term with visual literacy and language to support their needs.
The Language of Maths
The literacy demands in numeracy lessons.
Classroom displays – Teachers have fantastic numeracy displays in their
rooms which promote the language of mathematics and represent what
students are learning in mathematics.
This is what some of them
look like...
Are we there yet?
• No but we are well on our way.
Where to next?
Staff
New directions
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With the focus of this project perhaps some ESL support time could be specifically
allocated to supporting numeracy in the classrooms.
Use some of the notice boards in open areas to further raise the profile of maths by
displaying student work samples and photos.
Consolidating or enhancing what we are already doing
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Implementation of the new syllabus will mean we have to modify our scope and sequence,
pre / post tests and parent newsletters. We will also need to train staff in changes in the
syllabus.
Integrating numeracy across the curriculum and through ICT.
Developing a deeper understanding of CMIT, Counting On and Newman’s Error Analysis.
Embedding the use of graphed SENA and Counting On data along with pre / post data as
ongoing assessment across the school.
Regularly analysing data at a stage level to ensure all students reach their full potential and
‘at risk’ students are identified early.
Mentor support - PSP teacher allocation for 2010 hasn’t yet been discussed but hopefully
there will be a continued focus on numeracy.
To gain whole school perspective in classroom teaching and identifying areas of need
Maria Serafim has suggested I as mentor, stage supervisors or the numeracy person from
each stage observe teachers once a term and provide feedback to them.
Where to next?
Students
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Using student self assessment as a tool for learning.
Gaining regular informal feedback from students.
Parents
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Space and measurement
ICT in numeracy
Problem solving
Resources
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Numeracy playground markings
Continue to develop CMIT homework activities for Stages 1 and 2.
Develop NAPLAN style homework cards for Stage 3.
Stocktake and reorganise maths resources
We have a lot of things that we would like to do. To ensure the
quality of what we want to do isn’t undermined the numeracy team,
in conjunction with the leadership team, will need to prioratise our
short term and long term goals.
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Auburn North Public School