Blaxland Road: A ripple or a storm?

1997aQuality Teaching- Green Paper

1999Year 3 exploratory study

1992MiNZC

1997bMaths & Science taskforce

1996TIMSS

Evaluation Implementation Policy

Ian Christensen Joanna Higgins Kathryn Irwin Gill Thomas Tony Trinick Jenny Young-Loveridge Murray Britt Raewyn CarmanFiona Ell Ngarewa Hawera Robyn Isaacson Sashi Sharma Brendan Stevenson Andrew Tagg Merilyn Taylor Sandi Tait-McCutcheon Maia Wakefield Jenny Ward Joanne Woodward Donna Yates

Data base facts

461226 students

189 MB (2005-06)Database

9%

Numeracy33%

The rest58%

How reliable are teachers’ judgements?

DomainTotal

Additive Multiplicative Proportional

Number of judgments

70 45 41 156

Number of judgments in agreement

62 34 31 127

% of judgments in agreement

89% 76% 76% 81%

Thomas, Tagg & Ward 2005

How reliable are teachers’ judgements?

< 10 minutes10 – 20 minutes

> 20 minutes

Number of judgments

36 45 42

Number in agreement with researchers

30 38 28

% in agreement with researchers

83% 84% 67%

Thomas, Tagg & Ward 2005

How reliable are teachers’ judgements?

Teacher: There are nine counters under this card and eight counters under this one. How many counters are there altogether?

Student: 17

Teacher: How did you work that out?

Student: I know that nine plus nine is 18 and one less, so 17.

3 4 5 6 7

% teacher judgments

% teachers indicating further question

How reliable are teachers’ judgements?

Teacher: There are nine counters under this card and eight counters under this one. How many counters are there altogether?

Student: 17

Teacher: How did you work that out?

Student: I know that nine plus nine is 18 and one less, so 17.

3 4 5 6 7

% teacher judgments

3% 14% 64% 5% 1%

% teachers indicating further question

1% 4% 8%

Students

Kelsey

What has happened to the year 2’s from 2002?

Thomas & Tagg, 2007

What has happened to the year 2’s from 2002?

Thomas & Tagg, 2007

What has happened to the year 2’s from 2002?

Thomas & Tagg, 2007

What has happened to the year 2’s from 2002?

Thomas & Tagg, 2007

0%

10%

20%

30%

40%

50%

60%

70%

80%

2002 2003 2004 2005 2006

Year

Pe

rce

nta

ge

of

stu

de

nts

Additive

Multiplicative

Proportional

Progress of year 6s in Longitudinal Schools

Thomas & Tagg, 2007

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

2002 2003 2004 2005 2006

Year

Pe

rce

nta

ge

of

stu

de

nts

Additive

Multiplicative

Proportional

Progress of year 6s in Longitudinal Schools

Thomas & Tagg, 2007

0%

20%

40%

60%

80%

100%

Year 2 Year 4 Year 6 Year 8 Year 10

Year level

Pe

rce

nta

ge

of

stu

de

nts

2006 National

2006 Longitudinal

Non-Numeracy

Thomas & Tagg, 2007

Percentages of students at curriculum levels

0%

20%

40%

60%

80%

100%

Year 2 Year 4 Year 6 Year 8 Year 10

Year level

Pe

rce

nta

ge

of

stu

de

nts

2006 National

2006 Longitudinal

Non-Numeracy

Thomas & Tagg, 2007

Percentages of students at curriculum levels

Place Value Basic Facts

Year 9 Year 10 Year 9 Year 10

0-3 1 0 1 1

4 4 3 2 3

5 30 27 13 13

6 28 29 43 39

7 20 17 39 42

8 18 23 1 3

n 6849 3833 6849 3833

SNP 2006 final knowledge results (%)

Tagg & Thomas (Draft), 2007

Ź Additive Multiplicative Proportional Place Value Basic Facts

NZE 0.57 0.53 0.47 0.57 0.43

Maori 0.57 0.55 0.51 0.58 0.40

Pasifika 0.70 0.74 0.64 0.68 0.53

Low 0.65 0.57 0.54 0.60 0.48

Medium 0.55 0.53 0.48 0.57 0.40

High 0.57 0.56 0.47 0.57 0.47

Male 0.54 0.52 0.47 0.53 0.41

Female 0.59 0.57 0.49 0.61 0.45

Total 0.57 0.54 0.48 0.57 0.43

Effect sizes for year 9 progress (initial to final)

Tagg & Thomas (Draft), 2007

Young-Loveridge, 2005, p.15

Percentages of items correct on longitudinal tests

NDP Other Total

Long. NZ Long. NZ Long. NZ

Year 4 (2004) 55 45 57 54 56 50

Year 5 (2005) 51 48 57 53 54 50

Year 6 (2006) 58 47 60 55 59 50

Tagg & Thomas, 2007

469 (4.4)

481 (5.6)

496 (2.1)

400

420

440

460

480

500

520

540

1994 1998 2002

Year of TIMSS assessment

Me

an

ma

the

ma

tic

s s

co

re

Mean maths scores for year 5 (1994-2002)

NEMP, 2006, p.13

% response 2005 (2001)Year 4 Year 8

30 22 (43) 64 (68)27-29 23 (34) 28 (26)24-26 14 (7) 5 (3)21-23 7 (6) 1 (0)18-20 9 (1) 0 (1)15-17 9 (2) 1 (0)12-14 7 (2) 0 (0)

9-11 3 (2) 0 (0)6-8 3 (1) 0 (0)0-5 3 (2) 0 (0)

I am training to make the mathletics team next year.

Students

Teachers

Teacher knowledge and practices are the most immediate and most significant outcomes of any professional development effort. They also are the primary factor influencing the relationship between professional development and improvements in student learning.

Guskey, 2000, p.75

My content knowledge has not just developed - it has been a re-awakening.

CMIT 2000 teacher

Rights to cartoon can be purchased from www.cartoonstock.com

You observe the following equation in Jane’s work:

1. Is she correct?

2. What is the possible reasoning behind her answer?

3. What, if any, is the key understanding she needs to develop to solve this problem?

You observe the following equation in Jane’s work:

1. Is she correct?

No 48% (21)

Yes 39% (17)

No response 14% (6)

You observe the following equation in Jane’s work:

2. What is the possible reasoning behind her answer?

Correct: 59% (26)

• She may have added 1+1+1=3 and then added 2+2=4

• She is dividing one and a half into 2 groups

You observe the following equation in Jane’s work:

3. What, if any, is the key understanding she needs to develop to solve this problem?

Correct 18% (8)

• It’s asking “how many halves are there in 1 1/2?”

• The question is asking “if 1 1/2 is a half what is the whole?”

“Maths is no longer one of the things that would be missed if there was a visiting production or things like that.”

Students

Teachers

Schools

Schools will not not improve unless the administrators and teachers within them improve. But organizational and systemic changes are usually required to accommodate and facilitate these individual improvements.

Guskey, 2000, p.37

New programs or innovations that are implemented well eventually are regarded as a natural part of practitioners’ repertoire of professional skills.

Guskey, 2000, p.39

Students

Teachers

SystemSchools

Students

Teachers

Other

Schools

System

As workplaces become more focused on workplace efficiency and quality, the importance of numeracy skills and knowledge is growing, as they have been shown to be a key factor in workplace success.

Parsons & Brynner, 2005

Learning ProgressionAssessment 1

N=198Assessment 2

N=198Additive 33 57Multiplicative 42 62Proportional 14 27Number Sequences 34 56Place Value 25 50Number Facts 50 70Average acrossdomains

32 51

Percentage of learners attaining competence on the learning progressions.

LearningProgression

Assessment 1N=198

Assessment 2N=198

Additive 9 5Multiplicative 14 8Proportional 46 22Number Sequences 10 8Place Value 13 8Number Facts 4 1Average acrossdomains

18 9

Percentage of learners at the lowest stage in each learning progression

Image removed

Hi Andrew! I am a Mathematics Coach at *** Elementary School in Los Angeles, California and I am a huge fan of your website and curriculum! I have used many, many of the lessons, activities and assessments. However, I was wondering: 1. are there other teachers in the U.S. using nz maths? and 2. is there any way for me to order a copy of the student and teacher texts that you use?

I would very much appreciate your response.Thanks very much,

70% of site usage from overseas

40% of site usage relates to Numeracy material

Approximately 50,000 unique visitors per month

Very roughly 10,000 international visitors to the Numeracy material per monthNumeracy

40%

Other60%

New Zealand30%

United States40%

Australia20%

Other10%

Making the ripple a storm.

DENIAL AIN’T JUST A RIVER IN EGYPT.MARK TWAIN

Number of peer reviewed articles dealing with climate change during the previous

10 years

928

Percentage of articles in doubt as to the cause of global warming.

0%

Number of articles in the popular press during the

previous 14 years

636

Percentage of articles in doubt as to the cause of global warming.

53%

Rights to cartoon can be purchased from www.cartoonstock.com

Vince Wright: Numeracy Working Group Meeting (Feb 2000)

The years 2000 to 2005 were marked as those of the “Number Framework”. This was an attempt to clarify the early developmental stages of students’ learning in number. Much effort was made to ground the framework on research. The framework became the lynchpin for the professional development of teachers in mathematics.

Experience now shows…

…that the framework was very detailed and cumbersome. Most teachers found it threatening and confusing. It neither inspired them or gave them confidence. In terms of student performance it was an abject failure.

Experience now shows…

…that the framework was very detailed and cumbersome. Most teachers found it threatening and confusing. It neither inspired them or gave them confidence. In terms of student performance it was an abject failure.

or

…that the framework captured the complexity of students’ development in a simple way. It was a powerful synthesis of the research at that time. Teachers were able to see the relevance of it in their classroom practice. Experience has shown the development of a number framework was the single most important factor in New Zealand’s improved achievement in mathematics.