Leading Improvement in Mathematics Teaching and Learning

Leading Improvement in Mathematics Teaching and Learning

by Peter Sullivan

Paperback

$39.95
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Overview

Emeritus Professor Peter Sullivan brings his decades of experience and research in mathematics teaching and education to a carefully curated selection of proven practices and effective approaches that will help school leaders empower teachers and achieve improved numeracy outcomes for their students. With links to the OECD’s Future of Education and Skills 2030 framework and the Victorian Education Department’s high impact teaching strategies, the book gives school leaders insights into professional learning opportunities and high-impact practices that can align improvement visions and goals with effective classroom approaches. Quality learning experiences, lesson structure, learning sequences, classroom culture, collaborative planning, and effective teaching are addressed in ways that will help school leaders improve not only students’ numeracy and mathematics outcomes, but also their critical and creative thinking skills, enabling classroom learning to be transferred to real-life contexts. Leading Improvements in Mathematics Teaching and Learning provides a framework for a set of high-impact strategies that individually and together can be the focus of teacher professional learning, school improvement and student numeracy achievement.

Product Details

ISBN-13: 9781742865386
Publisher: Australian Council for Educational Research
Publication date: 06/01/2020
Series: High Impact Strategies for School Leader
Pages: 128
Product dimensions: 7.00(w) x 9.75(h) x (d)

About the Author

Peter Sullivan is currently Professor of Science, Mathematics, and Technology Education, Monash University.

Table of Contents

Foreword v

Introduction The principal as leader of teacher professional learning 1

Articulating longer term vision 3

The theme of teacher professional learning 7

Practice 1 Quality classroom learning experiences as a focus of teacher professional learning 13

Tasks should be challenging 18

Choosing classroom tasks 23

Summary and implications for professional learning 26

Practice 2 Improving student learning by addressing the structure of lessons 31

An illustrative template for lessons focusing on understanding: Active teaching 33

An illustrative template for lessons focusing on understanding: Purposeful games and puzzles 35

An illustrative template for lessons focusing on problem solving: Imagined representations 38

An illustrative template for lessons focusing on reasoning: The 'What if?' template 41

Some elements common to each template 43

Some elements of the 'Fractions of chocolate' lesson 46

Summary and implications for professional learning 50

Practice 3 The development and use of learning sequences to inform high-quality classroom learning 53

Summary and implications for professional learning 61

Practice 4 Teacher professional learning that focuses on grouping practices 63

Accommodating the diversity of readiness in school and classroom grouping structures 67

Ways of dealing with difference while maintaining a coherent and inclusive class community 71

A promising approach to intervention 74

Summary and implications for professional learning 77

Practice 5 Teacher professional learning that focuses on classroom culture 79

Embracing challenges consistently 80

Norms of activity 82

Social interactions 83

Summary and implications for professional learning 84

Practice 6 Improving learning through supported collaborative planning processes 87

Planning assumptions 88

Collaborative planning informed by research 89

Summary and implications for professional learning 94

Practice 7 Professional learning focusing on six principles of effective mathematics teaching 97

Principle 1: Setting goals 98

Principle 2: Making connections 100

Principle 3: Fostering engagement 102

Principle 4: Differentiating challenges 103

Principle 5: Structuring lessons 104

Principle 6: Promoting fluency and transfer 106

Summary and implications for professional learning 107

Conclusion 109

References 113

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