Philosophy statement-Key components
Why do we teach mathematics?
We teach mathematics so that students can learn valuable skills that will be able to be applied to
real life situations. “Mathematics plays a huge role in shaping how individuals deal with various
spheres of private, social and civil life.” (BES, p.5) Mathematics is taught so students can keep
evolving and growing as a person who thinks critically, creatively and logically in everyday
situations. These situations can range from measuring objects, telling the time and to calculating
the prices of goods, it is important to not only teach mathematics but also teach students about
why they are learning the mathematics they are and how it can be connected to their everyday
lives. Mathematics allows the development of a student to be able to think logically with the
ability to process information in their everyday lives. “Students who come to learn mathematics
as a dynamic discipline through much of the world can be interpreted are able to make sense of a
wide range of experiences.” (Jorgensen and Dole, 2011, p.9) Student’s knowledge in
mathematics is constantly evolving right from early childhood to adulthood and we must as
teachers provide positive learning opportunities to drive them.
What are the characteristics of effective mathematics teaching?
“Effective pedagogy is complex as it requires teachers to achieve a significant mathematical
agenda by taking children’s current knowledge and interests as the starting point” (Anthony &
Walshaw, 2007, p. ix). The Best Evidence Synthesis outlines several characteristics of effective
mathematics teaching. The first is the classroom atmosphere and community. It is necessary that
the students feel it is respectful and they can all feel comfortable making contributions to
classroom discussion (Anthony and Walshaw, 2007). “Effective teachers work at developing
inclusive partnerships, ensure that the ideas put forward by learners are received with respect”
(Anthony and Walshaw, 2007, p. 2). A part of the classroom atmosphere is the incorporation of
mathematical language. Effective teaching involves constantly surrounding the students with the
correct terms to bridge the students’ intuitive understandings and bring these to the mathematical
world (Anthony and Walshaw, 2007).
The second characteristic is the appropriate selection of the tasks and activities that the teacher
provides for the students. It is “essential that classroom activity and discourse focus explicitly on
central mathematical ideas and processes” (Anthony and Walshaw, 2007, p. ix). The tasks that
the teacher provides must not just be “time fillers” in order for the activities to be effective.
“Teachers need to value students and believe that ALL students can learn mathematics.”
(Jorgensen & Dole, p. 6, 2011) Teachers need to adapt their programme to cater to all learners of
all abilities. The most effective teachers according to Anthony and Walshaw (2007) are those
who have a good sense of the mathematical ideas so they can spot where the students are and
how they can move to the next step, and the selection of tasks is important in this learning.
“Effective mathematics teaching requires understanding what students know and need to learn
and then challenging and supporting them to learn it well” (Anthony and Walshaw, 2007, p. 6).
Effective teachers “provide tools and representations that the students can apply to their learning
and tasks they are doing” (Anthony and Walshaw, 2007, p. 3). The third characteristic of an
effective teacher is one who creates a strong link between school, home and community. If
teachers are able to build this link in an effective mannor, the link allow the students to feel
confident and want to build their math knowledge as well as the home and community
environments offering a rich source of mathematical experiences on which to build the school
learning” (Anthony and Walshaw, 2007, p. 3).
How can the mathematics programme be linked to the wider community, including
parents?
The Best Evidence Synthesis has outlines ways for schools to link mathematics with the wider
community. One idea is by “recruiting and organising parent help at school, home, or other
locations” (BES, p. 163). This could incorporate setting up a mathematics support programme
just like there are often parent reading programmes. Community members could come into the
schools and take specific students for mathematics who need some one on one learning. Another
idea is to collaorate with the community by “identifying and integrating resources and services
from the community to stregthen school programmes” (BES, p. 163). For example, if there were
a mathematics topic that is closely linked to someone’s job, that community member could come
in for a lesson e.g. a baker or chef and demonstrate how to measure out the measurements for
baking a cake.
The mathematics programme in a classroom can be linked to parents too by getting the parents to
do math tasks with the students. These do not need to be homework worksheets, but rather
involving students in activities that require mathematical knowledge. For example, pocket
money, playing board games, or reading story books with a math base. Informal notebooks can
travel between home and school. There can be ‘matheletics’ days where parents are invited in to
watch/help during math’s. Another way to involve parents or caregivers is by sending notes
home at the beginning of a unit and requesting feedback. To ensure parents are involved
teachers need to be creative in thinking of a way that includes all parents and caregivers.
A descriptive statement, suitable for a parent audience which outlines the key
characteristics of your mathematics program:
Room 6 will be exploring 2d and 3d shapes. They will be learning the names of the shapes and
gaining an understanding of how 3d shapes are made up of plane 2d shapes. They will be looking
at the features of each shape and grouping shapes according to their features
(edges/faces/corners). The students will be learning through hands on activities and looking at
shapes within the classroom to gain an understanding how shapes are in our everyday lives.