Mia Szymanik Manaiakalani CoL Inquiry 2018
I will be using the Manaiakalani cluster inquiry framework to focus my inquiry and make my learning and teaching visible in 2018. This framework has been co-constructed specifically for Manaiakalani schools drawing on the New Zealand teaching as inquiry framework and using the Learn, Create, Share pedagogy as a guide for inquiry.
This year I have chosen to focus my inquiry around the
mathematical language, raising their achievement?
have chosen to do for my inquiry. Last week I did an activity with my class where I wrote some ‘maths’
words on pieces of paper and got the children to tell me what they thought they meant. I made it very
clear there were no right or wrong answers. I wanted to get an idea of what the children’s understanding
and ideas around these words were.
Underneath each picture I have written my thoughts around what the children came up with.
the class ‘if you take a number away it will make that number less’ and the word ‘take away’. I was surprised
that no one said that to subtract you normally count backwards. You can see I added that idea at the end.
said as minus, subtract means to remove.
as a specific ‘maths’ activity. So I didn’t introduce these as maths words. They were just words that we were going
to discuss. It interested me that this word ‘add’ was just considered a maths word. They talked about ‘adding one
thing to another to make that thing bigger’, someone mentioned ‘adding colours’, ‘add numbers’, someone
mentioned the word ‘plus’, and then I got a ‘listen to the teacher’. So a varied mix of ideas here!!!
was short for addition. Although someone did mention that adding makes things bigger, they didn’t mention
counting on. No one thought of the word add in terms of anything other than maths, you could for example say
that someone ‘adds’ to the positive feeling in the class. I really want to make children realise that this mathematical
language doesn’t JUST HAVE TO BE USED IN MATHS. Mathematical concepts and vocabulary are used in
our lives all the time.
They came up with these responses, ‘fraction’, ‘when something is big you half it’, ‘halving between two people’,
‘cutting something in half’, ‘when you have a whole and you cut it in half, it’s equal’. There were some interesting
thoughts that came from this word.
someone is ‘half’ the way there, etc.
fraction of the classes ideas. These 4 people are the same people that often share ideas. This has made me think…
how do we get those quieter kids to share? How do I make sure everyone’s voices are heard.
understanding of these terms. How am I going to stretch and tease out these words for greater understanding?