tasks placed in schools during April.
Around 266,670 placed since the project began in June 1992.
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|Working Mathematically Attitude
|MOTM Geelong||Maths on the Move Successes|
|Poly Plug on the List
|Are We Perfect?|
BUT, it is when the attitude that students are:
permeates your planning, execution and assessment, and is reflected in the day to day language used with students that you will achieve the broadest improvements in:
Every step along the way to this vision and its multiple benefits is important, but it was teachers being supported to personally embed the ATTITUDE which contributed to the INISSS research results which so clearly support this hypothesis.
The INISSS teachers, through on-going professional development over three years, closed the learning gap in mathematics between Indigenous and non-Indigenous secondary students. Read about their work in the Do Tasks Work? link on the left.
There were only two sources of input to scaffold their training. Interaction with Indigenous leaders to support a deepening understanding of Indigenous issues, and, the one page Working Mathematically process detailed in the link on the left.
The Working Mathematically attitude permeates the planning support and choice of resources in all Maths With Attitude kits. Perhaps that is one of the reasons teachers are finding them such a valuable resource. See the Resources link for more information.
The day after the Working Mathematically with Very Little program, Jane Allan, Woodroffe Primary School, sent this email:
I thoroughly enjoyed the inservice 'Working Mathematically With Very Little'. I went through school in a small country town being told that girls were no good at maths so don't worry your head about the problems that you come up against. As I have become older I have discovered that problem solving is not done in one way only and that my sometimes strange methods of getting to an answer are just as productive as others. I hope to be able to pass on to my students the same idea.The next day Jane sent this email:
(Today) I have a mixed group students. The rest of the classes have gone to the rehearsals for the Arafura Games Opening Ceremony. ... (My) students were so engaged in the 'Steps' activity that they didn't notice me with the camera. They also wanted to stay a little longer when the bell went.
I have been at school for around 15 minutes and have had one blossom tell me it's her birthday and because of this can we do some more fun maths like yesterday as a present for her. This Year 6 child has been upset more times than I care to remember at the thought of doing 'Maths'.
Seems like a great idea. If you are convinced of the richness, flexibility and classroom friendliness of this resource then make a note, because schools aren't that far away from planning the 2006 list.
If you want to know more about what others see as applications of this Task Centre Support Resource, then check these links:
Contributions are still welcome to support this review process. Contact Doug. Williams: