Hypothesis

 A hypothesis is a tentative answer to your research question that has not yet been tested.

My hypotheses about the aspects of teaching that are most likely to shift student learning are shown in the visual below. These hypotheses have been generated from evidence about the students combined with evidence about the learning environment.

Research #3

Ell And Darragh, F. D. L. (2021, November 1). Teaching and learning mathematics at primary school. The Education Hub. https://theeducationhub.org.nz/teaching-and-learning-mathematics-at-primary-school/

I connected with a lot of the information in this article, particularly the last section about engagement. 

An important idea that studies have shown to impact students’ mathematics engagement and progress is mathematics learner identity. Mathematics learner identity describes the relationships students form with mathematics and how they see themselves as a learner of mathematics.

The Agency and wellbeing data shows that my target group has a lower perception of themselves as learners than their peers. My next step is to deliberately help build their view of themselves as capable of learning mathematics, even if it is hard; and to value learning mathematics, showing them the relevance it has in their lives. 

I am going to focus on these things when connecting mathematics concepts and skills together with my learners attitudes, prior knowledge and thinking:

1. Talk: this includes teacher talk and students talk. It is important to discuss thinking, explaining and justifying their ideas. If I explicitly model and teach them a framework of how to break down mathematical tasks/language, then they will be able to understand and solve maths problems. 

2. Tasks: To promote engagement and powerful learning, the tasks teachers choose should show that mathematics is also for solving puzzles and problems, working things out and making connections. This term I have been working with an external Maths PLD facilitator around designing these ‘open, low floor - high ceiling tasks’. Everyone can make a start because the entry point is easy, and students can take the mathematics as far as they like. The purpose of using these types of problems is so all learners feel success, hence building their confidence and resilience when learning mathematics. 

Howley-Rouse, A. (2021, November 7). Five research-derived themes to consider when teaching maths. The Education Hub. https://theeducationhub.org.nz/five-research-derived-themes-to-consider-when-teaching-maths/

Research #2

BES. (2016, May). Hangaia te Urupounamu Pāngarau Mō Tātou [Video]. Education Counts. https://www.educationcounts.govt.nz/topics/bes/introduction 

This video specifically talks about how the BES pedagogy accelerates progress in mathematics education and supports student collaboration and wellbeing. There were many points that made me think of my inquiry, especially hearing the student’s voices. 

Learner A voice = I like it this way because we can communicate with each other and work and talk together to find out everything. 

Learner B voice = If we don’t get something we will be able to get help and we’ll be able to explain what we don’t know and we’ll get help from that which is quite good.’ 

Learner C voice = It’s good to let other people have a go and not just yourself, it’s not always you get it right, you can use other people’s ideas to get the question right and it’s alright if it’s wrong because you know what you’ve got to learn next time.

Looking at my target learners' voices, they feel okay about their maths learning and are aware that sometimes it is tricky. However, I am wanting to fill their ‘toolbelt’ with what can help them with problem solving. e.g. a process and visuals to help them solve maths problems. I would love to see my target group's voice at the end of the year emulate the above student voice from the video. 

My end goal is that my learners find mathematics enjoyable and relevant. One comment in this video caught my attention when a teacher talked about using meaningful contexts for the problems, specifically what students do at home. 

This reading helped me form hypotheses about aspects of teaching that might contribute to current patterns of learning.

Research #1

In my previous blog posts, I have detailed a rich profile of students’ learning through the collection of data.

The academic readings that have helped me form hypotheses are outlined in the following blog posts:

Anthony, G. and Walshaw, M. (2009). Effective Pedagogy in Mathematics. Educational Practices Series, no. 19. Brussels: International Bureau of Education.

Effective teachers shape mathematical language by modelling appropriate terms and communicating their meaning in ways that students understand.

This reading confirmed I need to be breaking down the content so my learners can understand the problem. My next step is to build a framework for how learners can unpack a mathematical task/problem. For example, at Stonefields School we have a school language called the Learning Process, which teaches thinking skills to help them in their learning. 

Students learn the meaning of mathematical language through explicit “telling” and through modelling... The teacher should model and use specialised mathematical language in ways that let students grasp it easily. 

My next teacher act is to deliberately teach and model the use of the learning process thinking skills. By connecting the thinking skills to visuals, this will help learners know how to access them and use them when they are in the learning pit/stuck in their learning.

When reading this information, I was reflecting on how I can bring the Manaiakalani pedagogy of Learn, Create, Share the forefront of my inquiry focus.

As we learn the mathematical content we are also learning a process for learning. 

Create artefacts/resources to share what we have learnt.

Share these to support others in their learning.

Reflecting on my Data...

Reflecting on the data, I have changed tack. I’ve come to realise I have a few 'cuspy' learners in the group who I feel will be easier to shift. Whilst I will still work with the other learners, these will be my new target group.

Here is the baseline data reflecting my new target group =

Learner Voice & JAM Data:

Target Learner 1: Male, NZ European, Year 3, Student Support Level 3

Target Learner 2: Male, Filipino, Year 3, Support Level 2 

Target Learner 3: Female, Korean, Year 3, ESOL 

Target Learner 4: Male, NZ European, Year 3

Target Learner 5: Female, Other Asian, Year 3

The JAM assessment shows areas of gaps in their number knowledge and strategies as detailed in the modules. The learner voice allows me to hear how they feel about maths problem solving and what challenges they have in their learning. 

School Talk Gap Analysis:

The SchoolTalk progressions are also showing the gaps in the learners number knowledge and addition and subtraction strategies.

Hauora/Wellbeing Data: 

I analysed the data of the Te Whare Tapa Wha 'wellbeing tool' with my target group and the rest of our hub. It will be interesting to see at the end of term 2 the shift in their individual recognition of their own wellbeing. 

Agency Self Perception Data:

I also analysed the data of the Agency Self Perception tool with my target group compared to the rest of our hub. I hope to see these learners perception of themselves as an agentic learner increase later in the year. 

 

Looking at this baseline data my reflection is that learners have gaps in their number knowledge which make problem solving difficult and learners are unaware they have multiple tools/supports to help them in this learning.

Baseline Student Data and Evidence

Learner Voice & JAM Data:

Target Learner 1:  Male, NZ European, Year 3, Student Support Level 3

Target Learner 2:  Male, NZ European, Year 3

Target Learner 3:  Male, NZ European, Year 3, Student Support Level 3

Target Learner 4: Male, Filipino, Year 3, Support Level 2

Target Learner 5: Female, NZ European, Year 3

Target Learner 5: Female, Korean, Year 3, ESOL

The JAM assessment shows areas of gaps in their number knowledge and strategies as detailed in the modules. The learner voice allows me to hear how they feel about maths problem solving and what challenges they have in their learning. 

School Talk Gap Analysis:

The SchoolTalk progressions are also showing the gaps in the learners number knowledge and addition and subtraction strategies.

Hauora progressions & Wellbeing Data: 

	Taha Tinana	Taha Hinengaro	Taha Whānau	Taha Wairua	Taha Whenua	Combined
SW Inquiry group	3.58	3.50	3.83	3.58	3.50	3.60
Hub 8	3.37	3.28	3.50	3.46	3.54	3.43
Difference	-0.21	-0.22	-0.33	-0.13	0.04	-0.17
Percentage Difference	-5.97%	-6.31%	-8.70%	-3.54%	1.04%	-4.77%

I analysed the data of the Te Whare Tapa Wha 'wellbeing tool' with my target group and the rest of our hub. It will be interesting to see at the end of term 2 the shift in their individual recognition of their own wellbeing. 

Agency Self Perception Data: 

	Self Aware	Assessment Cap	Collaboration	Using Tools & Strategies	Resilience	Take Action	Combined
Hub 8	3.28	3.03	3.01	3.05	3.10	3.19	3.11
SW Inquiry group	2.47	2.36	2.33	2.72	2.50	2.42	2.47
Difference	-0.81	-0.67	-0.68	-0.32	-0.60	-0.77	-0.64
Percentage Difference	-24.62%	-22.06%	-22.57%	-10.62%	-19.27%	-24.26%	-20.64%

I also analysed the data of the Agency Self Perception tool with my target group compared to the rest of our hub. I hope to see these learners perception of themselves as an agentic learner increase later in the year. 

Looking at this baseline data my reflection is that learners have gaps in their number knowledge which make problem solving difficult and learners are unaware they have multiple tools/supports to help them in this learning.