Week 3 - Reflection

Imagine the Principal/Director asked you to prepare a document to present at a maths staff meeting. The document is titled, ‘How to set up and manage mathematical learning experiences”. Find literature that you can use to create a list of 10 items that would appear in your document. Reference your material. Support your ideas with literature.

10 areas of focus for setting up and managing mathematical learning experiences / environments

In accordance to the above managing and setting up components ; I view these as essential areas of learning and teaching and believe that these areas will maximise student achievement and understanding. Having a sound knowledge base of each individual learner and creating a safe space for successful learning to occur is pivotal in a mathematical learning experience. 

Þ      Incorporating collaborative learning:

·       setting up group based activities that allow each student to be involved (Killen, 2006) .

Þ      Social support for learner achievement

·       I would ensure that a high level of respect ( Cai , J., Kaiser, G., Perry , B. & Wong , NY, 2009) is emanated towards each individual student.

·       supporting the needs of each child appropriately.

Þ      Flexibility of teaching to suit individual needs

·       Deep understanding of each students capabilities and review any gaps in their understanding.

·       Be flexible in how I teach and structure my lessons in a way that accommonates the needs of each student (Killen , 2006) .

Þ      Learner choice

·       Providing opportunities for students to guide their own learning

·       Outcome - Promoting and building self-confidence and a deeper engagement towards learning ( Killen , 2006) .

Þ      Well structured lessons with clear goals and routines

·       if there is no structure in the way the lesson is taught the students will not engage or understand what they need to learn ( Cai , J., Kaiser, G., Perry , B. & Wong , NY, 2009).

Þ      Encouraging students to engage and express their ideas

·       Each student should feel welcomed and encouraged within the learning environment (Killen , 2006).

Þ      Indepth communication

·       Communication  and interaction between the educator and students is essential within the classroom (Killen , 2006 ) .

·       It allows for active engagement and an interchange of dialogue that looks at discussing the important ideas encountered in class.

  Þ      Teaching for understanding

   ·       Incorporate different methods of teaching a concept so that each student is making connections to what they know and what they don’t understand ( Killen , 2006).

Þ      Academic student engagement

·   To manage the academic engagement of each student , the lesson should incorporate different methods that intrigue and capture the attention of each learner (killen 2006 ).

Þ      Inclusivity

·       in relevance to killen ( 2006 ) demonstrates  that inclusive teaching practices need to value and recognise each students diverse abilities and encourage the participation of all.

Killen , R. ( 2006). Effective Teaching Strategies : Lessons from Research and Practice . (4th Ed). Cengage Leaning Australia.

Cai , J., Kaiser , G., Perry ,B. & Wong , NY . ( 2009).  Effective Mathematics Teaching from Teacher's Perspectives. National and Cross - National Studies . Sense Publishers.