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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.
WE BELIEVE THAT STUDENTS BECOME MATHEMATICALLY PROFICIENT AND FLUENT …
- 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.
WE AGREE TO …
- 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 Calendar.
- 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.