The New Zealand Mathematics Curriculum years 0-8 PLD - Day 2

23/5/25

The New Zealand Mathematics Curriculum years 0-8 PLD - Day 2
RTLB

Years 0-8 PLD 

Te Mataiaho

Session 1 - Planning

Plans are not set in concrete, you can modify/be flexible.

Science of Learning in Maths PLD

• We learn best when we experience a sense of belonging in the learning environment and feel valued and supported. (Relationships with maths and communication days 3&4)
• A new idea or concept is always interpreted through, and learned in association with, existing knowledge. (Progress model & teaching sequence, day 1.  Planning & explicit teaching, day 2)
• Establishing knowledge in a well-organised way in long-term memory reduces students’ cognitive load when building on that knowledge. It also enables them to apply and transfer the knowledge.  (working memory - conceptual understanding and procedural fluency, day  1) (planning & explicit teaching, day 2, communication day 4)
• Our social and emotional wellbeing directly impacts on our ability to learn new knowledge. (Relationships with maths, day 3)
• Motivation is critical for wellbeing and engagement in learning. (Rich tasks, days 1-4)

Music reduces anxiety

If you overload their emotional state their ability to retain academic knowledge goes down. A seesaw.

Important

• Organise learning coherently
• Build conceptual understanding and procedural knowledge
• Reduce anxiety and enhance well-being
• build positive relationships with maths
• Reduce cognitive load.

Year Plan

Glow (what you're doing well) and Grow (what you need to improve on)

• all statements are covered across the year
• order units to build on each other
• make connections and combine within and across strands
• revisit and consolidate (remember when we did....)
• consider school or community events for context

Maths is EVERYWHERE ALL THE TIME

Unit Plans

• understand know do
• prior knowledge
• teaching sequences by week
• learning experiences
• language and vocabulary
• materials required
• acceleration and enrichment

Make sure there are lots of repeated opportunities

Grouping

small groups/pairs for further teaching or fluency work. Teacher or self-selected small groups.  Whole class or larger groups.

Education Counts - a rapid review of grouping practices for equitable outcomes.

Unit and weekly planning

• explicit teaching
• rich tasks
• positive relationships with maths
• communication
• acceleration and enrichment opportunities
• organising for learning

Session 2 - Explicit Teaching

Assessment to inform teaching

Notice, recognise, and respond.

• Consider a student's understanding (notice).
• Understand the concept the student is developing (recognise).
• Decide how to respond to continue progress.

The important part is DISCUSSION.

Assessment evidence

• analysing responses to a task.
• observing the procedures and processes used in a task.
• conversing with students.
• using assessment tools.

ALWAYS have MATERIALS NO MATTER THE AGE

Is it satisfying? Light bulb moment.

Picture books great for language.

Explicit teaching should be highly interactive.

Acceleration

• advances students's learning rapidly
• uses targeted teaching provided just in time
• is active, fast paced, and hands-on

[RESOURCE] Accelerating learning in oral language, reading, writing and mathematics and Learning in the Fast Lane.

• year level focus
• scaffold to enable access
• build fluency and understanding
• teach problem solving skills
• monitor progress
• flexible grouping
• relevance and engagement