High expectation teaching in Mathematics

The Royal Society's expert advisory panel recently made some recommendations on how to reform mathematics education in New Zealand. One of their main recommendations was to provide research and evidence-based professional learning for teachers in mathematics that communicates high expectations of learners and enable access for all.

Teachers’ beliefs about what their students can achieve in mathematics plays a pivotal role in students’ learning and progress. Studies show the impact of teacher expectations are extensive. It appears it is not students’ ability that determines achievement, but rather their teachers’ expectations, and associated attitudes and practices. How good is this – you can make a difference!

Sign up, and tune in, to gain a little taster on how you and your school can promote high expectation teaching with your students in mathematics.

Outcomes:

• Develop an understanding of how to create a culture of high expectations in the classroom
• Understand the key practices that enable high expectations and how they promote learning
• Review how you can support these practices across your school

Hosted by Cognition Education Mathematics Experts

Julia Tong

Julia is a strong advocate for developing authentic learning experiences for students, teachers and leaders that is collaborative and evidence focused. She has worked in a range of capacities delivering professional learning support in mathematics to schools, leadership clusters and regional symposiums. Julia currently works in Palmerston North to support schools with professional development, offering a wide range of topics including curriculum design, effective pedagogy, acceleration practices, formative assessment and the use of inquiry to improve teaching and learning. Julia also contributes to the Programmes for Students project – ALiM (Accelerated Learning in Mathematics) and MST (Mathematics Support Teacher), as a mentor and training facilitator. Julia is passionate about developing data driven decision making skills and leadership capability that will raise student achievement for all learners.

Kim Bulluss

Kim joined Cognition in 2012. Prior to this, Kim was a primary teacher for 16 years and had led curriculum teams in literacy, numeracy and the arts. Kim has worked in a diverse range of schools across Auckland delivering professional learning and development to build teacher and leader capability in mathematics years 1–8, effective pedagogy, culturally responsive pedagogies, data analysis, teacher inquiry and implementing and monitoring acceleration programmes. She has a particular interest in relationships-based learning and building stronger partnerships with whānau groups and local communities to improve the learning outcomes for their students. Kim regularly presents at Primary Mathematics Association and Mathematics Association of Victoria conferences and has an interest in incorporating her love of music and the arts across the curriculum into the delivery of mathematics. Currently Kim has been involved in writing Teacher Guides and Student Learner Books in Mathematics for the Solomon Islands.