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Mathematics How leaderful are we Maddy Peters-Algie Sue Smorti, Palmerston North Teaching Base, Te Tari Puna Ora o

Leadership, courage and curiosity. Leadership is about learning (Southworth, 2000)Characteristics of a ?learning person" include:Curiosity (an interest in learning...);Honesty...Courtesy...Courage (a willingness to risk and dare and a willingness to make mistakes and learning from them);Compa

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Mathematics How leaderful are we Maddy Peters-Algie Sue Smorti, Palmerston North Teaching Base, Te Tari Puna Ora o

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    1. Mathematics – How leaderful are we? Maddy Peters-Algie & Sue Smorti, Palmerston North Teaching Base, Te Tari Puna Ora o Aotearoa/ NZ Childcare Association Te Tari Puna Ora o Aotearoa/ NZ Childcare Association Conference Blenheim, 2010. New Leaders, new learners – Leadership in ECE Ina te mahi, he rangatira

    2. Leadership, courage and curiosity Leadership is about learning (Southworth, 2000) Characteristics of a “learning person” include: Curiosity (an interest in learning...); Honesty... Courtesy... Courage (a willingness to risk and dare and a willingness to make mistakes and learning from them); Compassion... (Rodd, 2006)

    3. Dispositions (Ministry of Education, 2007, book 10, pp 7- 8) Taking an interest – courage and connectedness – belonging/Mana Whenua Being involved – trust and playfulness – well-being/Mana Atua Persevering with difficulty, challenge and uncertainty – resilience and curiosity - exploration/ Mana Aoturoa Expressing a point of view or feeling – communication and resourcefulness – communication/Mana Reo Taking responsibility – responsibility and collaboration –contribution/Mana Tangata

    4. Parts of a disposition Being ready - inclination Being willing – sensitivity to occasion Being able – ability (knowledge and skills) What might this mean for providing mathematical experiences in our ECE settings?

    5. What is “literacy”? Traditional approach = Language (reading, writing, verbal literacies) ? recognition of a wider range of ways of expressing ideas and thoughts (i.e. Different “representational and communicational modes”) ? multi modal

    6. Multiple literacies Possible modes of expression in Te Whariki: Communication strand Images Art Dance Drama Mathematics Movement Rhythm and Music (Ministry of Education, 1996, p.72).

    7. Mathematical Symbols, Signs and Technologies In small groups, brainstorm and record the symbols, signs and technologies (ways of doing) related to mathematics. Reflective question: How often do we use these in our discussions with children, or make these visible in our documentation of children's learning (learning stories...assessment)

    8. Links between Te Whariki and the NZ Curriculum Exploration ------------------? Communication -----------? Well-being -------------------? Contribution -----------------? Belonging --------------------? Thinking Using language, symbols, and texts Managing self Relating to others Participating and contributing Dispositions (Te Whariki) Key competencies (NZ Curriculum)

    9. What is mathematics (and statistics) about? Mathematics is the exploration and use of patterns and relationships in quantities, space, and time. Statistics is the exploration and use of patterns and relationships in data. Both equip students with effective means for investigating, interpreting, explaining, and making sense of the world in which they live. Ministry of Education. (2007). The New Zealand curriculum for English-medium teaching and learning in years 1 – 13. Wellington: :Learning Media. P.26.

    10. Importance of content knowledge Mathematics in the New Zealand Curriculum includes: Number Measurement Geometry Algebra Statistics (Babbington, 2003; Ministry of Education, 2007)

    11. National Standards – literacy and numeracy foci National Standards show what all New Zealand children are expected to be able to do in reading, writing and mathematics in Years 1-8. The standards do this by being clear about what children should be able to do by when. http://www.minedu.govt.nz/Parents/YourChild/ProgressAndAchievement/NationalStandards/WhatAreNationalStandards.aspx

    12. Where do the National Standards fit in? The New Zealand Curriculum is supported by the National Standards, which set clear expectations that students need to meet in reading, writing, and mathematics in the first eight years at school. The standards provide reference points to help us stay focused on our goal – confident, connected, actively involved, lifelong learners. http://nzcurriculum.tki.org.nz/National-Standards/Key-information/Information-for-schools

    13. Time to play! Using natural resources In small groups (approximately 5 people), Explore the materials Create mathematical designs/patterns/sequences... Challenge each other in terms of the possibilities for maths inherent in your materials Document the language you are using (on paper), as well as your key ideas. Don’t forget to consider learning experiences for infants, and for toddlers as well as young children You will have the opportunity to work in 2 areas (15 minutes per work station).

    14. Assessing mathematics in ECE In small groups read through the learning story and consider the following: What mathematical ideas were documented... Were there other learning opportunities that you might have responded to? If this story had been written in your centre/setting how would you plan to extend the child’s mathematical learning?

    15. Taking the learning back into your own setting/centre What might you do in your own setting/centre to encourage the members of your teaching team to make mathematics more visible? Set 1 goal to take back to your team.

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