Yumi Deadly Maths what it is and how it works
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Transcript of Yumi Deadly Maths what it is and how it works
YuMi Deadly Maths
What Is It and How Does It Work?
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YuMi Deadly Maths
• Grew out of over 20 years work in low SES and
Indigenous schools
• Related to whole school change and takes account
of culture
• Based on big ideas, connections, sequences &
pre-empting
• Based on active constructivist pedagogy cycle:
reality mathematics (RAMR)
• Empowers teachers and students
Ensuring high expectations in leadership and high expectations in terms of student attendance, engagement and performance.
Building and maintaining strong community and school partnerships.
Acknowledging and embracing Indigenous
leaderships roles in schools and their
communities.
Acknowledging, embracing and
developing a positive sense of Aboriginal
identity and a positive Torres Strait Islander
identity.
Cycle of school change and leadership
• RAMR Model
Perceived Reality
Creativity & problem solving
Symbolic language & structure
Cultural bias
Critical Reflection
Invented Mathematics
Abstraction
Development of the RAMR teaching framework
Chris Matthews 2010
RAMRCYCLE
Reality
Abstraction
Critical ReflectionCritical Reflection
RAMRCYCLE
Reality
Abstraction
Critical ReflectionCritical Reflection
Reality
• Identify local cultural and environmental knowledge that can be used to introduce the idea.
• Ensure existing knowledge prerequisite to the idea is known.
• Construct kinaesthetic activities that introduce the idea (and are relevant in terms of local experience).
Abstraction
• Develop a sequence of representational
activities (physical to virtual to pictorial materials to language to symbols) that develop meaning for the mathematical idea.
• Develop two-way connections between reality, representational activities, and mental models through body hand mind activities.
• Allow opportunities to create own representations, including language and symbols.
• Enable students to appropriate and understand the formal language and symbols for the mathematical idea.
• Facilitate students’ practice to become familiar with all aspects of the idea.
• Construct activities to connect the idea to other mathematical ideas.
• Set problems that apply the idea back to reality.
• Lead discussion of idea in terms of reality to enable students to validate and justify their own knowledge.
• Organise activities so that students can extend the idea (use reflective strategies – being flexible, generalising, reversing, and changing parameters).
Critical ReflectionCritical Reflection
RAMRCYCLE
Reality
Abstraction
• Identify local cultural and environmental knowledge that can be used to introduce the idea.
• Ensure existing knowledge prerequisite to the idea is known.
• Construct kinaesthetic activities that introduce the idea (and are relevant in terms of local experience).
• Develop a sequence of representational activities (physical to virtual to pictorial materials to language to symbols) that develop meaning for the mathematical idea.
• Develop two-way connections between reality, representational activities, and mental models through body hand mind activities.
• Allow opportunities to create own representations, including language and symbols.
• Enable students to appropriate and understand the formal language and symbols for the mathematical idea.
• Facilitate students’ practice to become familiar with all aspects of the idea.
• Construct activities to connect the idea to other mathematical ideas.
• Set problems that apply the idea back to reality.
• Lead discussion of idea in terms of reality to enable students to validate and justify their own knowledge.
• Organise activities so that students can extend the idea (use reflective strategies – being flexible, generalising, reversing, and changing parameters).
Critical ReflectionCritical Reflection
RealityDecimal match and order: using existing knowledge, money
Decimals -Whole to part for measuring
Abstraction
Decimals-whole to part, measurement
Mathematics
Matching decimals
Decimals-whole and parts (measurement)
Reflection
Measurement- time
Read, write and say large numbers, compare and order
Decimals, whole to part
Changing mindsetsTeacher 1
Beliefs
Teacher 2
‘One of the most powerful influences that Yumi has given my class and I, is that now when I say we are about to do maths, the children are excited. They know it’s not just pen and paper, that they will be manipulating objects, exploring and involved in some hand and body activity. My attitude to teaching maths has also changed and I relish the new ways I can explore it with the children. This by far, has made the whole experience particularly valuable for my classroom, practices and pedagogy.’
Links
Yumi on You tube Sharing summit 2013: reflections from Principals & teachershttps://www.youtube.com/watch?v=6e0SRwknWQE
• Chris Matthews: Culture and Mathematics http://www.qsa.qld.edu.au/3035.html
Maths Fun with Yumi- Teaching Angleshttps://www.youtube.com/watch?v=twbDN_8B2a8
Yumi pedagogy Professor Tom Cooper explaining the RAMR https://www.youtube.com/watch?v=9FAntCEMyjQ
Article Dr Bronwyn Ewing http://www.minnisjournals.com.au/educationtoday/article/YuMi-Deadly-Maths-Program--690
Yumi Deadly Maths Professional Learning http://www.teachlearnshare.gov.au/File/7ebe8916-bb8d-49c4-8cdb-a27b00c89f1e
Abstraction -body
Abstraction Body-Hand-mind
Abstraction student model
Abstraction- hand &mind