PTA Mathematics Parent Guide

WE BELIEVE MATHEMATICS IS BEST TAUGHT …

Using a Math Workshop approach: Elements: mini lesson; differentiated groups/conferencing/goal setting/independent and small group practise; reflection and sharing.
Using a ‘Math Journal’ to record student thinking, show student growth and highlight areas for further instruction and goal setting.
By analysing student work to improve instruction and ultimately student learning.

By developing mathematical confidence and a love of mathematics.
By taking ownership of their learning and setting personal mathematical goals.
When they work in their Zone of Proximal Development (ZPD).
When given opportunities to solve real life and life like problems to cultivate their sense of number and develop strong mathematical practises.
When they have opportunities to construct meaning using an inquiry approach to learning.
When challenged to think by explaining, listening and problem solving.
When encouraged to use a common language to discuss mathematics.
By developing mental strategies first using materials, then using imaging and lastly using number properties.
Through a balanced development of both number knowledge and operational strategies so they can be efficient, flexible and accurate when solving mathematical problems.

Use curriculum maps to articulate the length and order of the math units in each respective grade.
Use the AISJ Standards and Benchmarks and Scope and Sequence documents to plan units of study using the AISJ UbD format on Atlas Rubicon.
Use AISJ Standards and Benchmarks and Scope and Sequence documents to create rubrics and common assessments (formative and summative) for each unit of study.
Implement the GloSS & IKAN and/or JAM standardised assessments (depending on grade level or developmental stage), twice a year according to the AISJ Elementary Assessment Overview.
Develop ‘I Can …’ statements and communicate these with students and parents regularly to inform them about learning, areas of strength and growth.
Use homework to reinforce concepts, knowledge and skills already taught in class as necessary. It is understood that this will vary depending on the developmental stages of children.