'What We Think About Our Maths Learning'

These are comments made my some of my students from my maths group at the beginning of this practicum. (It has taken me a while to upload as it is the first time I have use iMovie...that in itself was a learning curve for me!) We discussed what they enjoyed and would like to change in terms of the structure of these sessions, half way through the unit. They said they liked using materials, including math games, and having whole group hands-on discussions. They were unsure what they would like changed, but they did make the suggestion that when some people understand the concepts and other's do not, then maybe they can help each other.

This feedback was hugely beneficial to modifications for the following sessions. I took on board all of their suggestions, and began including math games at either the end or beginning of each group session. We then started using these with the whole class. I made sure each of the following sessions used materials and had enough for each student to use them in pairs, enhancing their idea of those who do understand helping those who are still unsure. We kept up the whole group discussions and I tried to ensure every student was contributing and justifying their thinking. Their idea of buddying up to help those who need further guidance was enhanced when completing independent tasks; when one student finished and felt confident, they would help a buddy who was still practicing and wanted some assistance.

This feedback is further being enhanced in my whole class mathematics planning and teaching. I am trying to use as many materials and visual aids as possible. When I cannot find appropriate materials, we draw the images (for example, drawing circles and dividing into parts to represent fractions, or using scrap paper as a folding tool to compare sizes). Whenever materials are used, engagement and achievement levels increase substantially. Next week, each session focuses on a different piece of equipment (deci-pipes, hundreds blocks, and number lines). It will be interesting to see how this works with the whole class rather than single groups. I also try to include a quick game at the end, but often we run out of time. Next week I will try to allow time for these games. I am also maintaining lots of group discussions and collaboration in terms of assessment, feedback, and sharing ideas. This means students are responsible for helping other group members in their learning and assessment processes.

I will aim to collect further feedback from students to see how I am progressing and where else I can make modifications to better cater for their interests, needs and abilities.