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Teacher quotes
The Standards overall
The following are some quotes from teachers involved in the Professional Learning Using the Mathematics Standards (PLUMS) Project conducted in 2005-6.
'I have developed my style of programming through the use of the Standards. By using the standards 1.3 (‘Knowledge of mathematics learning’) and 3.1 (Learning environment’) as a guide tool, my programs have become more student focused.'
'More thorough and conscious programming for the needs of my students (as in Standard 3.2 (‘Planning for learning’).'
'As well as an improved collection of materials, I realised that I had to distil some of my techniques into their (the Standards) elements in order to pass them on (to colleagues).'
'Deep knowledge of defensible, fair, effective assessment. Collaboratively working with other teachers to develop consistent judgements and assessments' (several of these words and phrases occur in Standard 3.4 (‘Assessment of student learning’). This teacher, at least, seems to have taken on the language of the Standards to a significant extent)
'It made you think more about how the children were learning. There was very specific examples that were effective. Lots of rich mathematical language.'
'Made me think about how the kids are thinking.'
'Put reflection into teachers’ practice…helps with assessment…leads to peer support.'
The Standards document itself
These are statements made by teachers during the development of the Standards. Through the research methodology, the sentiments have been reflected in the final statements in the Standards, but these original comments provide further insight into their meaning.
1.1 KNOWLEDGE… of students
'Primary teachers will have a large range of information regarding each child in their room, however secondary teachers will need to actively seek information when needed, because usually their contact with students is of a much more limited nature.'
'We need to recognise the interrelationships between cognitive/affective/social domains as factors affecting learning.'
'Responds to student goals…high stakes outcomes often a part of this at their end and we need to know.'
'Recognises the role of affective domain. Maths anxiety is a BIG issue!'
'Listens actively and assesses cognitive, affective, social, physiological factors that might impact on students’ capacity to learn.'
'We have to continually challenge labels and stereotypic classifications of kids, and importantly BY kids.'
'To have the knowledge means you need good assessment/evaluation… objective evidence, first hand accounts, quality data, interviews student counsellors, diagnostic assessments, student work samples.'
'Uses knowledge of students to write reports.'
'Constantly revises and updates knowledge, realises (understands) that their knowledge of students is not a static body of knowledge it is relative to time and circumstance '
1.2 KNOWLEDGE… of mathematics
'Maths has changed so much since I went to Uni. We all have to take up opportunities to know how it has changed, what it has changed into.'
'Has enthusiasm and a thirst for knowledge…interested in the discipline'
'Technology has made the maths of the workplace really different. There has got to be an emphasis on us finding out. Do it for ourselves. Ask people, visit etc.'
'We can’t afford to forget the cultural and historical aspects…the maths of other cultures is fun and important to look at, too. I certainly haven’t done any in my degree, so its my reading that is important.'
'In many respects, using maths in new situations is the essence of numeracy, and we need to be good at it. Have to know the stuff really well to do that.'
1.3 KNOWLEDGE… of students’ learning of mathematics
'Knows why they do what they do…need to be intentional, based on the best guess at how the kids will best learn the maths.'
'You’ve got to think as hard about how the kids are going to learn the stuff, as you do on the stuff itself. Harder even.'
'I’m probably biased, but I reckon maths is a bigger challenge for kids to learn than just about anything else in the curriculum…that’s why we need to know about a lot of strategies to help them learn. We need choices up our sleeves and to be flexible.'
'Makes connections, organises knowledge when designing/ implementing/ assessing.'
'Understands the developmental nature of mathematics and possible learning sequences. I mean, not everyone learns this, then this, then that…in that order, and at the same rate.'
'Focuses on students learning of mathematics, NOT teaching activities, technologies as ends in themselves.'
'Makes maths fun…personalises it.'
'Encourages risk taking vs an elitist model.'
