Imagine the Principal/Director asked you to prepare a document to present at a maths staff meeting, titled, ‘How to set up and manage mathematical learning experiences”.

  1. Know your learner: to engage your learners you need to know your learner. Providing lessons that cater to each student’s needs and interests can make the learning experiences more appealing.

2. Introduction to lessons: like any aspect of life starting something new can be daunting. However if there is transparency and a well thought first impression this can soon create excitement. Learning intentions should be clear and the use of warm up activities can assist with this initial foundation of a learning experience.

3. Creativity: Teachers need to be equally creative and flexible as the students. Thinking outside the box will support the aim: “The Australian Curriculum: Mathematics aims to ensure that students: are confident, creative users and communicators of mathematics, able to investigate, represent and interpret situations in their personal and work lives and as active citizens.” (ACARA, 2020).

4. Communication is a valuable way to allow students to collaborate with fellow members of the class. Student discussions are a vital skill to develop especially that ability to work in and as a team.

5. Learning objectives and outcomes: achieving these is a way of prompting goal setting.

6. Problem-solving is a key element to all STEM subjects in education

7. Resources used in mathematical experiences can make or break a students desire to learn. Having a variety of resources can entice students to be involved and at least give math a chance. Examples of resources may include: manipulatives such as counters, board games, cards and toys.

8. Diversity “I would also argue that embracing the diversity of mathematics will lead to an education that provides a much deeper understanding and allows students to personally connect with the subject area.” [Matthews,2019]

9. Open ended questions allow students to share multiple answers and ignite thinking beyond the initial question and task.

10. Technology: not only is it mandatory but “When it comes to technology in the classroom, it’s all about balance.” (Attard, 2017)

References:

https://flm-journal.org/Articles/71B9D8225F6817DBE5317679867298.pdf

https://nrich.maths.org/10341

https://www.teachermagazine.com.au/articles/indigenous-perspectives-in-mathematics-education