TC Staff mtg PLD

 

Term1 Plan for CAA(US32406)

 Unpacked Numeracy Framework: I have been collaborating with other schools and engaging in professional and development opportunities. I participated in external PLD, including Ministry of Education workshops, Calculus PLD, and Auckland Central Cluster PLD with Julia Crawford from Cognition Education. To support consistency and accessibility, a commonly shared folder was shared with teachers.

Resources and support: I have been supporting all teachers(cross-curricular support) by providing weekly numeracy starters( Do nows) activities along with ViTal sheet( tracking sheet) to track progress. These allow teachers to begin lessons with an engaging numeracy problem. 

Here are the resources made for term 1: LINK

                                                 

Professional reading

 Today, we had our CoL meeting and were assigned homework to read the above article. I really enjoyed reading this article. Here is my takeaway;  Article Link

Research on culturally responsive mathematics education for Indigenous and marginalized learners has grown in Australia and New Zealand. Studies emphasize Indigenous knowledge, decolonization, and culturally aligned teaching while addressing challenges. Parental involvement, immigrant experiences, and teacher development are key focus areas. Findings support inclusive education that values diverse cultural perspectives.

Recent Australasian research on equity in mathematics education for low SES(Socioeconomic Status) students primarily uses large-scale quantitative data, often from Australia. Studies show that school SES is a stronger predictor of achievement than individual SES, with parental education also playing a key role. Rural and remote students benefit from incorporating local culture and context into teaching, but city-centric models disadvantage them. Policy recommendations focus on reducing school segregation, enriching learning opportunities, and leveraging community relationships for better outcomes.

Future research should focus on intersectionality, longitudinal studies, and underrepresented participant groups in mathematics education equity. More theoretical frameworks and positionality statements are needed for transparency. Gender studies should incorporate non-binary perspectives and critical frameworks, while culturally responsive mathematics education requires mixed-methods research. Further exploration

MY Inquiry 2025

Our CoL teachers met with the Principal yesterday(SLT) to discuss our CoL Inquiry. As I mentioned in the previous post, My focus this year is on Empowering Numeracy. The SLT responded positively to my inquiry, which I designed with the support of Dr Janni who has extensive experience in Numeracy/ Literacy.

How and why? Link

TC Staff mtg PLD

 

How to read a CAA(maths question) using - Graphic Organisers

Text form to Visual form: I Do, we Do, you Do (grid format to tease out the language features)

I have been working with starters (Do Nows) to help students familiarize themselves with CAA questions. While working on this, my learners found it difficult to comprehend some of the questions. Over the past three weeks, I have been collaborating with Mark Milford to develop a smoother process for understanding these questions. Here is the graphic organizer( Scafffold) he introduced to aid comprehension.

I included this graphic organiser into the starters: Here are last week's (7) questions we trialed with my year10 Learners: Link

My learners found it very useful and here are the answers:

How to answer? WUAC

NCEA suggest to use W(working)U(unit)A(answer)C(communication) :

Example:

Calculate the simple interest earned I when $240 is invested for 3 years at 5% interest per year.

 Interest=240x5x3/100 (working)

              =$36 (Unit/answer)

simple interest for $240 for 3 years at 5% is $36( communication)

Knowing the learners(2)

 Here are the PAT results for my year 10 class: One Learner is working at a PAT score of 9,  one Learner is at a PAT score of 6, 4 working at a PAT score of 5, 9 learners are working at a PAT score of 4, 7 is working at PAT score 3 and two were absent. The majority of the learners are working at a PAT score of 4.

Ethnicity	PAT results
Tokelauan	3
Maori	3
Maori	5
Cook Island Maori	5
Other Asian	9
Tongan	4
Other Asian	4
Tongan	3
Maori	ab
Tongan	5
Maori	4
Niuean	4
Maori	3
Fijian	ab
Cook Island Maori	5
Cook Island Maori	6
Maori	4
Tongan	4
Tokelauan	4
Tongan	3
Tongan	3
Tongan	4
Cook Island Maori	4
Other Asian	3

Here is the year-level vs curriculum-level chart: