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- Improving student reasoning
- What works and what doesn’t in intervention – research summary
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Category Archives: Proficiency strands
Fluency with flexibility
While fluency is not the be all and end all of maths, having a bank of known facts and strategies that you can use efficiently, accurately, appropriate and flexibly is definitely an asset! Here are some principles to keep in … READ MORE
Improving student reasoning
Kids who have a strong intuitive understanding of maths can sometimes have trouble slowing down their thinking to explain how they got the answer. Here are a few simple tips for helping them to work out what process they used. … READ MORE
Connecting and generalising questions
Great questioning is an art, but can be tricky to develop. Here is a simple video showing some connecting and generalising questions being used with a year 7 class.
What do the proficiency strands mean?
Fluency in the Australian Curriculum refers to building students’ content, basic skills, speed and accuracy in routine questions. Routine questions are those that students have been shown how to solve, whether these involve a single step, multiple steps, remembering a formula, … READ MORE
What is an insightful or challenging problem?
Problem-Solving in the AC refers to having students attempt never-before tried problems. These can be called insightful or novel problems. They are completely new to the students, not word problems written from what they have already been taught, or applications … READ MORE
Assessing for Understanding rather than Fluency
In classrooms around the country gifted mathematics students are hiding in support maths. They have been overlooked by our current Fluency assessment – left back, seeming to struggle and falling behind. Here are some simple questions that I use as … READ MORE
