Planning for success in secondary Mathematics
Using mathematical processes involves following a sequence of steps to solve a problem. When using a particular process for the first time, a teacher will typically commence with a worked example on the board, explaining each step in the sequence.
Some students may miss elements of the explanation, misunderstand some of the words the teacher uses, or struggle to remember the sequence. These students are likely to get less benefit from practising the process, participate less in class discussion and struggle to solve the problem.
The strategies presented in this resource are designed to overcome these problems by building in whole-class literacy strategies to support the teaching of mathematical processes.
Four stages in action
This resource demonstrates strategies that can be used to help high school students to succeed in Mathematics. The strategies are presented in four stages: teacher modelling, first guided practice, second guided practice and joint construction.
The videos demonstrate the strategies in action across the four stages. Sample lessons based on these strategies have also been provided for Geography, History, PDHPE and Science.
Geography for Australian Citizens 3rd edition by B Parker, K Lanceley, D Owens & R Fitzpatrick, 2008, Macmillan Education Australia, pp 281–284. Reproduced by permission of Macmillan Education Australia.
Jump into PDHPE – Book 1 by A Watt, M Nemec & B Dawe, 1999, Macmillan Education Australia, pp 80–84. Reproduced by permission of Macmillan Education Australia.
Oxford Big Ideas History 9 Australian Curriculum by G Carrodus, T Delany, B Howitt, R Smith, T Taylor & C Young, 2012, pp 116–119. Reproduced by permission of Oxford University Press Australia.
Oxford Big Ideas Science 9 Australian Curriculum by S Cash, G Quinton & C Tilley, 2012, pp 96–99. Reproduced by permission of Oxford University Press Australia.
‘The water cycle’ image from Oxford Big Ideas Science 9 Australian Curriculum Student Book by Cash et al, 2012. Reproduced by permission of Oxford University Press Australia.
The NESA acknowledges the contributions of:
The Department of Education and Communities
Dr David Rose , Director of Reading to Learn