DMIC Maths - Teacher PLD Sessions

 Throughout this year, we were invited to complete some PLD around DIMC Mathematics and how we can use this in our classroom as a resource to increase engagement and success in Maths for our priority learners. Below are my notes from the variety of sessions. Overall, I enjoyed collaborating with teachers from other kura and learning more about DMIC. I am unsure how this will immediately fit into our Mathematics programme as we are already stretched for time with our new Hurumanu structure. 

DMIC Notes (Developing Mathematical Inquiry Communities)

Week 4, 21 February Presented by Liana

DMIC Resources for the classroom

Part 1 of 7 PLDs

Why do you think so many do not achieve? 

• Mindset

• Pushed forward when they have not yet mastered

What do you do to help them? 

• Variety in resources

• Context: if you leave home at 7:30 am, how long will it take to get to school on scooter etc. 

Teachers not looking at their own practice of why students needs are not being met. 

Culture and mathematics are intertwined - mathematics are part of their world. Culture needs to be seen as a strength in mathematics. NOT just ethnicity; their lives, backgrounds etc. 

DMIC

• Connected, rich mathematical thinking and reasoning

• Proficient use of mathematical practices

• Inquiry learning within mathematics

• Social grouping and group worthy problematic activity

• High expectations and inclusion

• Culturally responsive teaching and learning

• Co-constructing teaching and learning

Randomized grouping

DMIC Lesson: 1 hour 

Starter Activity as revision; what focus you had last term? NOT pre teaching for task 

Launch/group norms; what you want to see happening, what group norm does each student need to work on and why? Turn and talk. Share one from each group at random. 

Small group activity; monitor - leave them totally alone for 3 minutes

Whole class discussion; at the end

Making connections; 

Teacher Role:

Anticipating - all possible outcomes

Monitor - check for participation and engagement

Select - which groups will share, who will share - prepping them

Sequence - write up on the board what you are going to do/discuss 

Connect - discuss back on what has happened. Make connections.

1 piece of paper, one pen - one set of printed instructions

5 Talk Moves

Revoicing (teacher) - repeating some or what of students say or clarify meaning. Ask, is this what you meant?

Repeating - ask students to repeat what they or another student has already said

Reasoning - do you agree with this person and why?

Adding on - can you add on more to what that person said? 

Waiting - wait time 

Turn and Talk (think/pair/share)

LAUNCH: 2 teacher questions only - What is happening in this story? What is it asking us to find out? (only focus on context in the story, not HOW) we must stop discussion if it gets to HOW. 

Must be groups of 4 - not 3’s; two students don’t agree, puts the fourth in a bad place. Groups of 4 can break off into 2 and 2 to solve. 

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DMIC Notes (Developing Mathematical Inquiry Communities)

Week 5, 28 February Presented by Liana

Develop Conceptual Explanations

Need to always use the problem context to make the explanation experientially real. 

• Model providing a mathematical explanation

• Use the context of the problem not just the numbers

• Re-voice and extend an explanation using the problem context

• Expect mathematical reasons

Extending the Framework

What questions do students need to be able to use to make sense of a mathematical explanation? What do you mean by that?  What did you do in that bit? Can you show us what you mean? Could you draw a picture of what you are thinking?  During pauses, encourage students to think-pair-share to ask questions, don’t fill in those questions

Active Listening and Questioning for Sense-making:

Explicitly teach students how to actively listen and use the questions for mathematical explanations to expand their understanding

• Provide space in explanations for thinking and questioning

• Structure the students explaining and sense making section by section

• Is that explanation finished?

TedTalk - Math Class Needs a Makeover 

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DMIC Notes (Developing Mathematical Inquiry Communities)

Term 3 Week 2, 30 July 

Mathematical practices - teachers need to make them explicit when teaching 

540

- 27
____

513

• Use the columns method

• Partitioning - using 27 to 30, 5s facts 

DMIC - using talk moves, repeat - rephrase etc. 

• Checking in that students are listening/following along/understanding what is being modelled

• Teacher asking WHY student did that (must say ‘because…’ to justify)

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DMIC Notes (Developing Mathematical Inquiry Communities)

Term 4 Week 2, 22 October

Private session with Kelly Sheppard

31 schools in Christchurch, 8 secondary - rest primary

HPS joining last year

• Mostly have not felt success in the first year

• Observe at Chisnalwood Int if we want to see it really successfully in action 

Set clear expectations - norms for Maths

• One book, one pen

• Taking turns, sharing, collaborating 

• Write up 5 expectations, pick one to focus

• “The pen does the talking” - pick up pen with an idea, explain, others listen

Groups 4 

10 minute whole class warm up - to develop discussion 

Send independent kids off 

5 minute chat of expectations, group norms

Launch the question 

15-20 minutes to work on the question 

20 minutes to share 

• Two different strategies or groups to come up

• Whole group shares

• Asks for questions

• Lower strategy first, higher second 

Teacher generalises and finalises the strategy at the end 

Independent workers

• Doing the previous days question in their books - so you can see what they can do on their own

• Mathletics or other fast finishers

Warm Up ideas
“What Maths do you see” http://ntimages.weebly.com/photos.html 

Change the names for your own class.