Developing Mathematical Inquiry Communities:
Bronwyn Jones and Stan Whata of Koru School and Padma Krishnan of Southern Cross Campus Junior School discuss how external expertise in the form of Associate Professor Bobbie Hunter and her mentors has been a catalyst for change in their schools.
Evidence in Action
- As teachers/leaders we don't know what we don't know, so we need opportunities to check our thinking with someone who knows/understands more than we do
- Core Pasifika values are at the heart of Pasifika Maths/DMIC
- In-class modelling is a powerful tool for challenging existing theories and creating dissonance. By observing Bobbie in action in the classroom, teachers realised that their children were capable of a lot more than they had imagined, and that their own low expectations had been limiting their opportunities to learn
- It is highly motivating to see theory in action, especially with our own students, and even more so to see the theory working successfully first time
- In-class mentoring and co-construction enables gaps in teacher knowledge to be addressed in a timely way
- It's a journey, and teachers learn best when they feel they are in a safe and supportive environment.
Key Evidence Informing Action - References
Specialist providers and 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.
Developing Mathematical Inquiry Communities (DMIC) Videos:
- 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.
- Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Saunders, & L., Coe, R. (2015). Developing Great Teaching: Lessons from the international reviews into effective professional development. United Kingdom: Teacher Development Trust.
- Hornberger, N. & Link, H. (2012). Translanguaging in today's classrooms: A biliteracy lens. Theory into Practice, 51: 239-247.
- Timperley, H. (2009). Te Kaupapa Whakaako, Whakapakari Kaiako: Te kete tikanga matauranga 18. International Academy of Education, International Bureau of Education & UNESCO.
- Timperley, H. (2008). Teacher professional learning and development: Educational practices series-18. International Academy of Education, International Bureau of Education & UNESCO.