Raising Student Achievement in Mathematics Gaynor Terrill

Matamata District Cluster 2012

Alim: Trends, Assumptions and Issues

Emerging patterns from the ALiM Pilot Schools Reports (2010-2011)

Chanda Pinsent 24 Feb 2012

ALiM Pilot Schools

Over 200 schools have taken part in ALiM and MST pilots in the past two years, almost 1500 students in Years 1-8 Data has been collected through student achievement testing, surveys, interviews, and reports The schools reports to the MoE have been summarised and analysed to identify emerging trends and issues in the field of accelerated learning programmes Several of the emerging trends reveal underlying assumptions that raise pedagogical issues

Trends, Assumptions, Issues

Trend rend: general tendency or direction Assumption: the act of taking something for granted
Issue:

an outcome or consequence

Effective

practice has to be based on evidence not on assumptions.

Additive Strategies
Aaaa focus on additive

strategies Possible Assumption: Students need to master additive thinking before they can access multiplicative thinking Issue: For students in Years 5-8 this overemphasis on additive strategies can put a cap on their development and keep them at Stage 5 Level 2 for too long. Multiplicative thinking is key to achieving at Stage 6 - Level 3 and more emphasis needs to be placed on working with multiplicative strategies.

Knowledge Focus
developing number knowledge Possible Assumption: Number knowledge for a particular stage must be secure before strategies can be developed Issue: Achievement needs to assessed within the context of solving problems and explicit links need to be made between the tools (knowledge) and the construction (strategy). Strategising builds knowledge.

One Stage shifts

Trend: Possible Assumption: One stage shift in 10 weeks is good enough progress Issue: If this shift has occurred for a student in Years 5-8 then they are still well below in relation to the standard for Number . Many of these students will have already been at Stage 4-5 for a long period of time and can be accelerated more quickly than younger students. Stage 6 Level 3 needs to be a goal for acceleration programmes in the Years 58.

Numbers B4 problems

Trend: number knowledge drills and practice

Possible Assumption: Numbers are more important than problems, or problems are too hard until you know enough about numbers Issue: Students must be assessed within a range of meaningful contexts that require them to solve problems and model situations. A problem solving focus builds confidence and independence if the context is relevant and engaging.