Mathematics curriculum – Teaching & Learning Research Initiative

Exploring student thinking, problem solving and collaboration in iPad-supported learning environments

Introduction Despite successive waves of technological innovation being rapidly adopted by schools, teaching methods and curriculum designs have been slow to evolve in response to the affordances offered by an increasing array of digital devices (Cuban, 2017). This phenomenon is not new, with articles dating back to the early 1980s when digital devices were beginning to appear in our classrooms, commenting that educational computing is following the well-trodden path of other “educational innovations (which) seem doomed to follow a cycle of unrealistic expectations, followed by disappointment, disillusionment, and abandonment” (Maddux, 1986, p. 27). Maddux (1986) terms this the “pendulum syndrome” (p. 27), that centres on education’s susceptibility to “fad and fashion

LEMMA: Learning Environments with Mathematical Modelling Activities

Introduction The LEMMA project—Learning Environments with Mathematics Modelling Activities—grew out of a concern that many of our mathematics students struggle to use mathematical concepts flexibly to solve problems in the real world. The LEMMA project designed learning environments that encourage students to develop sophisticated conceptual understandings and communication competencies through mathematical modelling activities. Like a lemma in mathematics, LEMMA is not a grand theorem or solution, but merely “a stepping stone to a larger result” (Wikipedia, 2009)—the desired result being improved mathematical competencies among New Zealand secondary school students. Key findings Rich mathematical modelling activities such as model eliciting activities (MEAs) (Lesh, Hoover, Hole, Kelly, & Post, 2000) can elicit a

Statistics is boring … because it makes you think!

Introduction In this collaborative research study, teaching experiments were carried out in Year 9 classes of predominantly Pasifika students. There were three phases. During the planning phase the research team planned activities and envisioned how dialogue and statistical activity would unfold as a result of the classroom activities. Data were collected during the teaching phase, and then the data were analysed using a grounded theory approach. The findings have implications for the teaching of statistical literacy. Key findings All students can develop critical thinking skills when teachers show them how to question statistical reports and conclusions. Students can be taught how to question and challenge data in respectful ways. Context and

The Relationship Between English Language and Mathematics Learning for Non-native Speakers

1. Introduction In recent years, New Zealand secondary schools and tertiary institutions have enrolled increasing numbers of students for whom English is an additional language (EAL students). There is, therefore, growing interest in the language requirements for successful study and in programmes that will assist these students. It is a common perception that students from Asian countries, particularly China, enter the New Zealand education system with good backgrounds in mathematics. Anecdotal evidence has suggested that these students take mathematics in New Zealand because they perceive that this subject is less reliant on language skills, and that they have a good background in mathematics in comparison with New Zealand students of the