‘Bobbie maths’ raising Pasifika achievement. A revolution in maths achievement using a culturally-tailored approach developed at Massey University is attracting worldwide attention, and making a difference in the lives of South Auckland school children. Associate Professor Roberta (Bobbie) Hunter developed the inquiry-based approach aimed at raising maths achievement in low decile schools with predominantly Pasifika students for her PhD five years ago.
These days she is in demand to share her teachings at home and worldwide, from Singapore and Hawa’ii to Canada and the United Kingdom. In her ‘communities of mathematical inquiry’ approach – dubbed ‘Bobbie maths’ – pupils work together to unravel a problem. And instead of defaulting to Westernised examples when applying mathematical concepts, they might refer to the weight of a taro, or dimensions of a tapa cloth. It’s about bringing in real world common sense to maths inquiry,” she says. The importance of evaluating the method and measuring results is critical, she adds. Annotated Bibliography | LCN616 - Inquiry Learning. Wordle Screen Shot. M.Curtin. 2013. In order to evaluate the relevancy of sources I utilised the CRAP test developed by Howard Rheingold. This resource has established a set of questions to apply to any source to help determine whether or not it is a reliable source of information.
The acronym also makes it easy to remember. CRAP Test Using these questions of relevancy and reliability I have selected eight sources relating to my topic of Inquiry Learning and Inquiry Learning in Mathematics. Blair, A. (2014). Summary: This journal article discusses the differences between a mastery mathematics programme and inquiry maths.
Selection Reflection: I selected this source because it was comparing inquiry learning in mathematics to another form of mathematics learning (mastery). Brough, C., & Calder, N. (2013). Summary: This article examines how mathematical understandings might emerge through student-centred inquiry. Cotič, M., & Valenčič Zuljan, M. (2009). Fry, K. (2012). Hanim, S. Marshall, J. Assessing Long-Term Effects of Inquiry-Based Learning: A Case Study from College Mathematics. Thinking through mathematics: Engaging students with inquiry-based learning (Books 1-3) | Katie Makar. Introduction What is mathematical inquiry? Mathematical.inquiry.is.a.process.in.which.students.respond.to.ill-structured,.open-ended.questions.that.refect.the.authentic.problems.we.encounter.in.
‘real’.lie.This.is.unlike.most.problems.we.teach.in.mathematics,.which.are.well-structured.and.close-ended.An.open-ended.ill-structured.question.has.no.single.correct.answer.It.contains.ambiguities.in.the.problem.or.in.the.process.o.solving.the.problem.that.require.students.to.make.a.number.o.decisions.This.means.that.the.emphasis.is.on.the.reasoning,.judgements.and.evidence.students.provide.rather.than.just.the.answer. (see.Developing.good.inquiry.questions.on.p.15)For.example,.rather.than.asking.students,. ‘What.is.the.area.o.the.foor.space.in.our.room?’. About Thinking through Mathematics The inquiry proce: The 4Ds The.inquiries.in.this.book.have.been.broken.into.
Inquiry maths. Rich Tasks. As student needs became more apparent, teachers made precise and purposeful task selections. Sources for these tasks included professional journals and research articles, textbooks, resource books, as well as lessons co-planned by the team. Three main questions emerged related to the teaching and learning of fractions: Which representations support students in acquiring a deep understanding of fractions? When is accuracy in representations important? When should misconceptions be permitted to stand? 1) Which representations support students in acquiring a deep understanding of fractions?
2) When is accuracy in representations important? 3) When should misconceptions be permitted to stand? One another >> The Who Done it Shed. Welcome to the Best Riddles on the web. EdPractices_19.pdf. Adding fractions inquiry.