Blaxland Road: A ripple or a storm?

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Blaxland Road A ripple or a storm?
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Evaluation ? Implementation ? Policy
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Ian Christensen Joanna Higgins Kathryn Irwin
Gill Thomas Tony Trinick Jenny Young-Loveridge
Murray Britt Raewyn Carman Fiona Ell Ngarewa
Hawera Robyn Isaacson Sashi Sharma Brendan
Stevenson Andrew Tagg Merilyn Taylor Sandi
Tait-McCutcheon Maia Wakefield Jenny Ward
Joanne Woodward Donna Yates
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Data base facts

• 461226 students
• 189 MB (2005-06)

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How reliable are teachers judgements?
Domain Domain Domain Total
Additive Multiplicative Proportional Total
Number of judgments 70 45 41 156
Number of judgments in agreement 62 34 31 127
of judgments in agreement 89 76 76 81
Thomas, Tagg Ward 2005
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How reliable are teachers judgements?
lt 10 minutes 10 20 minutes gt 20 minutes
Number of judgments 36 45 42
Number in agreement with researchers 30 38 28
in agreement with researchers 83 84 67
Thomas, Tagg Ward 2005
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How reliable are teachers judgements?
Teacher There are nine counters under this card
and eight counters under this one. How many
counters are there altogether? Student
17 Teacher How did you work that out? Student I
know that nine plus nine is 18 and one less, so
17.
3 4 5 6 7
teacher judgments
teachers indicating further question
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How reliable are teachers judgements?
Teacher There are nine counters under this card
and eight counters under this one. How many
counters are there altogether? Student
17 Teacher How did you work that out? Student I
know that nine plus nine is 18 and one less, so
17.
3 4 5 6 7
teacher judgments 3 14 64 5 1
teachers indicating further question 1 4 8
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Students
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Kelsey
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What has happened to the year 2s from 2002?
Thomas Tagg, 2007
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What has happened to the year 2s from 2002?
Thomas Tagg, 2007
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What has happened to the year 2s from 2002?
Thomas Tagg, 2007
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What has happened to the year 2s from 2002?
Thomas Tagg, 2007
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Progress of year 6s in Longitudinal Schools
Thomas Tagg, 2007
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Progress of year 6s in Longitudinal Schools
Thomas Tagg, 2007
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Percentages of students at curriculum levels
Thomas Tagg, 2007
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Percentages of students at curriculum levels
Thomas Tagg, 2007
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SNP 2006 final knowledge results ()
Tagg Thomas (Draft), 2007
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Tagg Thomas (Draft), 2007
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Young-Loveridge, 2005, p.15
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Tagg Thomas, 2007
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Mean maths scores for year 5 (1994-2002)
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NEMP, 2006, p.13
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I am training to make the mathletics team next
year.
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Teachers
Students
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Teacher knowledge and practices are the most
immediate and most significant outcomes of any
professional development effort. They also are
the primary factor influencing the relationship
between professional development and improvements
in student learning. Guskey, 2000, p.75
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My content knowledge has not just developed - it
has been a re-awakening. CMIT 2000 teacher
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• You observe the following equation in Janes
  work
• Is she correct?
• What is the possible reasoning behind her answer?
• What, if any, is the key understanding she needs
  to develop to solve this problem?

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• You observe the following equation in Janes
  work
• Is she correct?
• No 48 (21)
• Yes 39 (17)
• No response 14 (6)

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• You observe the following equation in Janes
  work
• What is the possible reasoning behind her answer?
• Correct 59 (26)
• She may have added 1113 and then added 224
• She is dividing one and a half into 2 groups

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• You observe the following equation in Janes
  work
• What, if any, is the key understanding she needs
  to develop to solve this problem?
• Correct 18 (8)
• Its asking how many halves are there in 1 1/2?
• The question is asking if 1 1/2 is a half what
  is the whole?

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Maths is no longer one of the things that would
be missed if there was a visiting production or
things like that.
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Schools
Teachers
Students
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Schools will not not improve unless the
administrators and teachers within them improve.
But organizational and systemic changes are
usually required to accommodate and facilitate
these individual improvements. Guskey, 2000, p.37
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New programs or innovations that are implemented
well eventually are regarded as a natural part of
practitioners repertoire of professional
skills. Guskey, 2000, p.39
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System
Schools
Teachers
Students
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Other
System
Schools
Teachers
Students
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As workplaces become more focused on workplace
efficiency and quality, the importance of
numeracy skills and knowledge is growing, as they
have been shown to be a key factor in workplace
success. Parsons Brynner, 2005
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Percentage of learners attaining competence on
the learning progressions.
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Percentage of learners at the lowest stage in
each learning progression
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Image removed
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Hi Andrew! I am a Mathematics Coach at
Elementary School in Los Angeles, California and
I am a huge fan of your website and curriculum! I
have used many, many of the lessons, activities
and assessments. However, I was wondering 1.
are there other teachers in the U.S. using nz
maths? and 2. is there any way for me to order a
copy of the student and teacher texts that you
use? I would very much appreciate your
response. Thanks very much,
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70 of site usage from overseas 40 of site usage
relates to Numeracy material Approximately 50,000
unique visitors per month Very roughly 10,000
international visitors to the Numeracy material
per month
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Making the ripple a storm.
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DENIAL AINT JUST A RIVER IN EGYPT. MARK TWAIN
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Number of peer reviewed articles dealing with
climate change during the previous 10 years 928
Percentage of articles in doubt as to the cause
of global warming. 0
Number of articles in the popular press during
the previous 14 years 636
Percentage of articles in doubt as to the cause
of global warming. 53
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Rights to cartoon can be purchased from
www.cartoonstock.com
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Vince Wright Numeracy Working Group Meeting (Feb
2000) The years 2000 to 2005 were marked as
those of the Number Framework. This was an
attempt to clarify the early developmental stages
of students learning in number. Much effort was
made to ground the framework on research. The
framework became the lynchpin for the
professional development of teachers in
mathematics.
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Experience now shows that the framework was
very detailed and cumbersome. Most teachers
found it threatening and confusing. It neither
inspired them or gave them confidence. In terms
of student performance it was an abject failure.
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Experience now shows that the framework was
very detailed and cumbersome. Most teachers
found it threatening and confusing. It neither
inspired them or gave them confidence. In terms
of student performance it was an abject
failure. or that the framework captured the
complexity of students development in a simple
way. It was a powerful synthesis of the research
at that time. Teachers were able to see the
relevance of it in their classroom practice.
Experience has shown the development of a number
framework was the single most important factor in
New Zealands improved achievement in
mathematics.
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