As term 4 is upon us many teachers are struggling with how to get everything done. Realistically, now is the time for prioritizing rather than frantic teaching. Think about what
You may have noticed that kids have a few issues with fractions… but it can be tricky to understand what is going on, particularly when the difficulties only tend to
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
Misconceptions in maths behave an awful lot like conspiracy theories Conspiracy theories exist to some extent in all societies and are seemingly at odds with what we think we know
Some interventions that we try as schools are really effective, some less so. This article will give you a comparative overview of a few of the most common ones, as
The goal of formative assessment should always be to find out what each student NEEDS next, rather than focusing on identifying what they already know. When we truly know
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There is no excerpt because this is a protected post.
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,
Simple ideas for assessing and develop multiplicative thinking It can be tricky to work out what our students really understand, and what they struggle with. Here are a few short
When kids have persistent misconceptions it can be really hard to help them change their minds. Try thinking of teaching like doing a science experiment, where they have to disprove
We have exciting news to share! Our new Interventions project, Fixing Misconceptions in Place Value to 1000, has been receiving some fantastic feedback from teachers as well as great improvement
Download this article here: Why I don’t teach two digit numbers before teen numbers There has been a lot of advice to teachers recently that we should leave teaching of
Multiplicative thinking is one of the concepts that I have found about 1 in 4 primary teachers across the country are missing… and I have tried the diagnostic tasks below
Place value is one of the Big Ideas in number identified by Dr Dianne Siemon during the National Middle Years project as pivotal for later mathematical development. Students who are
Download the PDF of this article here: Critical number concepts – the first three yearsCheck out a video for my Top 5 Diagnostic Tasks in Lower Primary here It would
Open number lines can be one of the best teaching tools ever. Here are a few of our favourite ideas for how to use them: Use the line for base
Download this article to print This article explains, with examples, the best process to address misconceptions and links you with resources to resolve the specific misconceptions found in your class.
These tasks are designed to take 5-10 minutes to complete with each class. They will give you a very quick idea of how successful your current approaches are at dealing
NAPLAN should not be nearly as scary for teachers as most seem to think. Great teaching should result in improvements. If you aren’t seeing growth, please check out this recorded
This problem will help you check whether or not your students have the “base ten” concept. Adaptations for each grade follow the problem. 1. Draw a chalk line across your
What comes after 100? 101, 102, 103… 109, 200!! We often use hundreds charts to help children understand place value, but these generally stop at 100. Many students think that
Take an A4 sheet of paper and hold it up in front of the class. Ask them if they could fold it to make one half. Ask for as many
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