Developing Mathematical Inquiry Communities

Introduction

Deputy Principal Lynne Hutchinson of Otumoetai Intermediate School explains how teachers in her school have become a lot more aware of the need to listen to what children are saying.

06 LEARNING TO LISTEN from BES Programme on Vimeo.

Key Content

Deputy Principal Lynne Hutchinson of Otumoetai Intermediate School explains how teachers in her school have become a lot more aware of the need to listen to what children are saying.

Evidence in Action

In the video Lynne identifies these lessons that she and her teachers have learned:

  • By listening to the children, teachers can learn how to improve their teaching
  • Instead of telling, teachers support children's learning by asking the right questions
  • Teachers can elicit questions from children that will support the learning of the group
  • A shift from mostly teacher talking to mostly children talking greatly increases learning by both children and teacher
  • Students have opportunities to resolve cognitive conflict
  • Children love that they can make school learning their own by having learning conversations with each other.

Key Evidence Informing Action - References

Specialist providers, principals and teachers working in New Zealand schools and early childhood services, as well as the New Zealand Ministry of Education and central government education agency staff, can contact the Ministry of Education Library for access to the key evidence. For anyone else requiring this material, you can contact your institution or local public library.

  1. Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: Best Evidence Synthesis Iteration (BES). Wellington: Ministry of Education.
  2. Alton-Lee, A., Hunter, R., Sinnema, C., & Pulegatoa-Diggins, C. (2012, April). BES Exemplar 1 Ngā Kete Raukura – He Tauira: Developing communities of mathematical inquiry. Wellington: Ministry of Education.
  3. Anthony, G., Hunter, J., & Hunter, R. (2015). Learning to professionally notice students' mathematical thinking through rehearsal activities. Mathematics Teacher Education & Development, 17(2), 7-24.
  4. Anthony, G., Kaur, B., Clarke, D., & Otani, M. (2013). The learner's perspective study: Attending to student voice. In B. Kaur, G. Anthony, M. Otani, & D. J. Clarke (Eds.), Student voice in mathematics classrooms around the world (pp. 1-11). Rotterdam: Sense Publishers.
  5. Anthony, G., & Walshaw, M. (2010). Te ako pāngarau whaihua: Educational practices series – 19. International Academy of Education, International Bureau of Education & UNESCO.
  6.  Anthony, G., & Walshaw, M. (2009). Effective Pedagogy in Mathematics: Educational practices series –19. International Academy of Education, International Bureau of Education & UNESCO.
  7. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Part 3 Mind frames pp. 169 – 206. London and New York: Routledge.
  8. Hattie, J (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, UK: Routledge. Effect size for cooperative learning vs competitive learning = 0.54; cooperative vs individualistic learning = 0.59.
  9. Hunter, J. (2014). Developing early algebraic reasoning in a mathematical community of inquiry. Doctoral Thesis, Plymouth University, UK.
  10. In 2015 Dr Jodie Hunter won the Mathematics Education Research Group of Australasia's (MERGA) Beth Southwell Practical Implications Award for her research paper entitled Teacher actions to facilitate early algebraic reasoning, based on her PhD research completed at Plymouth University in collaboration with the Centre for Innovation in Mathematics Teaching.
  11. Hunter, R., & Anthony, G. (2011). Learning to 'friendly argue' in a community of mathematical inquiry: Summary. Wellington: Teaching and Learning Research Initiative.
  12. National Council of Teachers of Mathematics. (2014). From principles to actions: Ensuring mathematical success for all. Reston, VA: National Council of Teachers of Mathematics

Videos (14)

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