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.
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