This is the third and final in the series of blog posts exploring effective mathematics pedagogy, drawing on the insights of the Australian Association of Mathematics Teachers (AAMT) and Maths Australia’s ‘I-CRAVE Maths’ methodology. In this post, we will examine strategies for adapting to and supporting all learners in the mathematics classroom.
1. Recognising Diversity: Differentiated Teaching
A fundamental principle of effective teaching is recognising that students learn in different ways. Maths Australia’s ‘I-CRAVE Maths’ emphasises that not all students learn the same way and encourages teachers to adapt their instruction to meet individual needs, including those with learning difficulties. This directly aligns with AAMT’s emphasis on differentiated teaching.
Differentiated teaching involves tailoring instruction to meet the diverse needs of learners in the classroom. This might include providing different levels of support, offering a variety of learning activities, or adjusting the pace of instruction. By differentiating instruction, teachers can create a more inclusive learning environment where all students have the opportunity to succeed.
Integrating visual, auditory, kinesthetic and tactile learning provides a path for all students to be engaged and captured for mastering maths.
2. Probing Understanding: Strategic Questioning
Effective mathematics teaching involves more than just providing information; it also requires actively engaging students in the learning process. Maths Australia’s ‘I-CRAVE Maths’ promotes teacher-student interaction and questioning throughout the learning process to gauge understanding and encourage deeper thinking. While not explicitly outlining a “strategic questioning” framework, this reflects AAMT’s focus on using questions to draw out and develop mathematical thinking.
Strategic questioning involves using questions in a purposeful and thoughtful way to promote student thinking and learning. This might include asking open-ended questions, probing for explanations, or challenging students to justify their reasoning. By using strategic questioning, particularly that of relating application to the students’ own life situations, teachers can foster a classroom culture of inquiry and help students develop a deeper understanding of mathematics.
3. Building Fluency: Practice and Consolidation
Developing mathematical proficiency requires opportunities for practice and consolidation. The ‘I-CRAVE Maths’ methodology, with its structured progression and emphasis on revisiting concepts through different representations, inherently supports practice and consolidation. Maths Australia’s ‘I-CRAVE Maths’ also emphasises the importance of practice and reinforcement to build fluency and confidence, aligning with AAMT’s recommendations.
Practice and consolidation are essential for helping students to develop fluency with mathematical skills and concepts. This might involve providing opportunities for students to work on problem sets, review key concepts, or apply their knowledge in new contexts. By providing ample opportunities for practice and consolidation, teachers can help students to build a solid foundation in mathematics.
4. Guiding Learning: Effective Feedback
Feedback plays an important role in supporting student learning in mathematics. Maths Australia’s ‘I-CRAVE Maths’ highlights the importance of ongoing assessment and feedback to monitor student understanding and adjust instruction accordingly. This aligns with AAMT’s emphasis on feedback as a two-way process to guide learning and inform next steps.
Effective feedback provides students with information about their strengths and areas for improvement. It should be specific, timely, and actionable, helping students to understand how they can improve their learning. By providing effective feedback, teachers can help students to develop a growth mindset and become more effective learners.
Adapting to and supporting all learners is essential for creating equitable and effective mathematics classrooms. By embracing differentiated teaching, strategic questioning, practice and consolidation, and effective feedback, teachers can create a learning environment where all students feel valued, supported, and empowered to achieve their full potential in mathematics.
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