As a teacher from 1965 and then a Maths Adviser from the 80's, finishing up as a Private Maths Education Consultant, we were encouraged and expected to teach on the basis that New Zealand had a Child Centred Education System!
THE 'NOW' POSITION
In the 70's while teaching at Intermediate Schools in Auckland we often called on the Mathematics Advisers to demonstrate in our classrooms or work with them at In-Service Courses. (Jock Day in Auckland, Joan Paske in Wellington etc) In their work they encouraged us to find the "NOW" position of the children and then prepare programmes to build on what they knew. This often involved some sort of grouping both streamed and cooperative.
RICH MATHEMATICAL ACTIVITIES Lead to Differentiated Teaching and Learning
In the 80's led by Murray Britt, lecturer at Auckland College of Education (also writer of the 1990 Maths Curriculum) encouraged us all to have our students involved with Problem Solving and Investigations. Many of these activities were what were called "Rich Mathematical Activities". An activity that most(all) students could start but were "open" so that more able students could explore further.
At and Auckland Full Primary School (about 2012) they instituted a two year Professional Development Programme focussing on Problem Solving and Investigations, and meeting individual students needs. The visiting Maths Consultant visited fortnightly demonstrating in classrooms and giving feedback and advice for teachers, as well as whole group Inservice. This programme ran for just over 2 years. Towards the end of the 2 years a call from the local Secondary school to the Principal ask "what are you doing differently in maths as your students are head and shoulders above students from other Contributing Schools.
DO YOU WISH TO BE COMPARED TO A 35 YEAR OLD RUNNER?
In my capacity as an Adviser/Consultant I was often asked to speak with the Parents of schools "about Maths" A very common question/comment was "why do you have students working at different levels, rather than like when I was at school?"
My response often included an Analogy similar to this?
"Peter Snell is a 37 year old athlete running the 800 metres"
"Please stand up if you are Between 35 and 39"
"If you were in a race with Peter Snell, as we are all "equal" I expect you to be close to Peter at the Finish Line!"
Is that a fair race? Why then do we expect 30 children in a class to be at the same level of Maths when they have had different pathways to Standard 5-Year 5?
IS THIS FAIR?
Why do I read that the Education System is now instituting the same maths for all students of an Age Group, regardless of the different pathways they have travelled to get there?
I have been watching in dismay at what has been happening in Mathematics Education, over the past years. Achievement levels have been falling regularly, so each Govt will try and put their answers to the problem into place.
Where has been the outcry for what is happening at the moment?
Children are NOT Standardised, Average, or at the same level, so dont teach them as if they are!!
CHECK OUT THE NEXT BLOG ABOUT STUDENTS BEING AVERAGE!
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