Developing Mathematical Inquiry Communities
Leaders from Southern Cross Campus Junior School reflect on what has been driving the change in their school, and some of the outcomes.
Two particular drivers are discussed:
- taking urgency on raising the children's mathematical understanding and practice so that when they go on to secondary school and beyond all doors will be open to them
- the need to find ways of connecting children to the rich mathematical histories to be found in their cultures.
Changes that have been going on in maths are now being felt elsewhere:
- the group norms are becoming group norms in other curriculum areas
- the children are discussing more, talking more, questioning more – they have a voice
- the learners are now sitting in the driver's seat.
Evidence in Action
The video highlights:
- The importance of high expectations for all children, supported by effective scaffolding
- The need to nurture educationally powerful connections to rich histories of mathematics in children's own cultures
- Positive social norms in mathematics can be transformative of classroom culture across the curriculum
- Shift in teacher practice can strengthen student agency, collaboration and leadership
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.
- Alton-Lee, A. (2012). The use of evidence to improve education and serve the public good. Paper prepared for the New Zealand Ministry of Education and the annual meeting of the American Educational Research Association. Wellington: New Zealand.
- 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.
- Anthony, G., & Walshaw, M. (2010). Te ako pāngarau whaihua: Educational practices series – 19. International Academy of Education, International Bureau of Education & UNESCO.
- Anthony, G., & Walshaw, M. (2009). Effective Pedagogy in Mathematics: Educational practices series –19. International Academy of Education, International Bureau of Education & UNESCO.
- Anthony, G., & Walshaw, M. (2007). Effective pedagogy in mathematics/pāngarau: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.
- Thompson, Z. & Hunter, J. (2015). Developing Adaptive Expertise with Pasifika Learners in an Inquiry Classroom. In M. Marshman, V. Geiger, & A. Bennison (Eds.). Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia, pp. 611–618.) Sunshine Coast: MERGA.