The successfulness of any intervention is largely dependent on matching the strategies selected to the needs of the students and teachers involved. Your answers to some basic questions below will
Enabling prompts or life lines are a fantastic way of helping students who are stuck to get started. They do not reduce the complexity of the question, but they do help kids
Download this article here: What to do when kids already know everything Sometimes when teaching, we come across a student who blows our mind. It seems like they either already
We often hear that numeracy, like literacy, is everyone’s business. With that in mind, here are a few of my favourite ideas for opportunities to emphasise numeracy within specialist lessons.
It is natural that kids’ experience of maths while learning at home will vary widely. To ensure your class works well over the remaining months of the year, we have
Tierney Kennedy A few years ago mathematician Terence Tao created a Polymath[1] group to work on the Twin Prime Conjecture – a project where mathematicians collaborate together to solve vexing
Recently I’ve been pondering findings from a major report into Australian schooling that kids who are struggling in maths by the end of primary school often never catch up (Masters,
>> Introducing conceptual change programs Let’s face it – nobody likes being wrong. Not kids, and not us. So, when maths becomes all about the right answers, that makes it
>>> Why does intervention look so very different to what we would consider to be great maths? Intervention is hard. The Masters Report (2009) shows that there is a gap
I am often asked what makes a perfect mathematics lesson. This is a difficult question to answer, as I’m not sure that there is one best lesson. It really depends
Sometimes it seems like we make maths teaching more difficult than it needs to be, but make the maths itself easier than it should be. Challenging tasks are not only
Key 1: Make the maths weirder rather than making the numbers harder Give the starting and ending numbers and ask, “What happened?” Work backwards from the end point to the
By Tierney Kennedy Activities are at this link. Watch a free video at the bottom. Buy convenient, pre-made cards here Almost every lower primary classroom that I have been into
Often we spend large amounts of time in primary schools practicing vertical algorithms. I have to wonder if there isn’t perhaps a better way to spend our time. Here are
Today I was working with a year two class on understanding tens and ones. We used a hundreds chart as a tool to help the students develop deep understanding of
This question has been plaguing me a lot lately. In the last week two students have been playing on my mind. Today I taught a year eight girl who thought
In every class of students there is usually someone who considers themselves very good at maths. They are highly successful at getting the right answers to routine questions and are
One and two teacher schools face significant challenges in implementing the Australian Curriculum. With this in mind, Tierney Kennedy has designed a work program that utilises Back-to-Front Maths web access
The reality of classroom teaching nowadays is that no teacher has a class of students who are all working at the one level. Teachers who aim their maths lesson at
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