|
1.
Starting
Count Me In Too
2.
Working
with Count Me In Too
3.
My
child's school & Count Me In Too
|
1.
Starting Count Me In Too |
| Q: |
How does
"Count Me In Too" fit into the K-6 mathematics syllabus? |
| A: |
"Count Me In Too"
(CMIT) is a project aimed at supporting the K-6 mathematics syllabus.
At this stage, the project's learning framework is in number. However,
the project is continually expanding and will include a learning
framework for space and measurement.
CMIT assists teachers in
developing a mathematics program that addresses the syllabus outcomes.
Resources such as Developing Efficient Numeracy Strategies
provide examples of how aspects of the CMIT learning framework can
be developed into teaching activities as well as providing the links
to Mathematics K-6 outcomes.
Through the assessment process
and the planning of activities based on the analysis of this assessment,
teachers can develop a program that caters for students working
at different stages within the framework.
|
| Q: |
How am I
going to find the time to assess the whole class at the beginning
of each year? |
| A: |
Professional development
in CMIT uses a team-based approach. The members of the learning
team are involved in school-based decisions relating to resources.
The management of these resources may allow each teacher involved
in the project to be provided with time to assess the students.
Often the team includes the district mathematics consultant who
can assist with release time or organisational strategies.
You might consider assessing
the students over a period of time. You could complete some of the
assessment questions with each student, to begin to build a picture
of the student's problem-solving strategies. These results could
be used to form initial groupings, with the remaining questions
completed over a period of time.
Use your professional judgement
when administering the questions. Do not try to complete every question
on the schedule if the student is obviously struggling.
|
| Q: |
What is
the consultant's role and what is my role in implementing "Count Me
In Too"? |
|
The district mathematics
consultants support the professional development of teachers involved
in the project. The level and model of support will vary from district
to district and from school to school. Consultants will assist each
teacher understand the assessment process and to analyse students'
responses, as well as understand the learning framework and how
to develop appropriate teaching activities.
The responsibility for developing
and implementing the class program will always be with the classroom
teacher.
|
| Q: |
How is "Count
Me In Too" different from what we are doing now? |
| A: |
The project offers a work-based
model of professional development that enables teachers to make
informed judgements concerning each student's knowledge and problem
solving strategies.
Teachers are encouraged to
share discoveries, questions, observations and teaching ideas through
collegial meetings. The use of video has proven very effective in
stimulating these meetings.
The project also provides
a performance-based model of assessment. The assessment process
focuses on identifying the upper limits of each student's knowledge
and strategies rather than on whether the response is correct or
incorrect.
The project's learning framework
provides teachers with an explicit framework of students' problem-solving
strategies, showing increasing levels of sophistication.
By observing students' strategies
and relating these to the learning framework, teachers are able
to develop a richer interpretation of students' thinking. Teachers
are also able to see clear directions for programming students'
learning and planning appropriate teaching activities to assist
students' number development.
|
|
2.
Working with Count Me In Too |
| Q: |
Where is
the explicit teaching in "Count Me In Too"? It seems to be just games. |
| A: |
The learning experiences
in Count Me In Too are carefully planned. They are based on
teachers assessing the students' current thinking and strategies,
identifying what the students need to learn to do next and then planning
explicit teaching activities designed to move the students to the
next stage. Through this model, teachers are following an effective
teaching and learning cycle that builds on students' current method
of thinking. |
| Q: |
How do I
assess the students once they're in groups? |
| A: |
Each teaching activity or
session can provide an opportunity for gathering information on
student performance. Through continuous assessment, a small number
of students can be assessed at each lesson. Assessment may take
the form of recording observations of student performance noting
additional information on aspects of the framework.
The resource Developing Efficient
Numeracy Strategies Stage 1, provides assessment tasks at the end
of each section that could be used to assess student progress. These
questions are organised in terms of the CMIT learning framework
and could be easily adapted to group work.
|
| Q: |
How can
I record student progress and report it to parents? |
| A: |
Assessment may include notes
on observations, collection of work samples or recording student
performance through the use of video. The Count Me In Too Training
and Development Package provides an individual as well as a
class assessment recording sheet.
Resources such as Developing
Efficient Numeracy Strategies Stage 1 provide links between
teaching activities, the CMIT learning framework and Mathematics
K-6 outcomes.
|
|
3.
My child's school & Count Me In Too |
| Q: |
How is playing
games related to mathematics? |
| A: |
Children are active
learners who create, modify and integrate ideas by interacting with
the physical world, other children and adults. They learn by talking
about what they are thinking and doing. Mathematical activities that
resemble games often provide the basis for this interaction and learning.
The activities in CMIT are based on teachers assessing the students'
current thinking and strategies, identifying the next stage of development
for each student and then planning explicit teaching activities designed
to move the students to the next stage. |
| Q: |
Where will
the textbook fit into "Count Me In Too"? At least with a textbook
I can see what my child needs to learn. |
| A: |
CMIT uses a range of media
to support student learning. The teaching activities are designed
to meet the individual needs of students. The students may use worksheets
or baseboards in the activities. Often these resources are modified
to accommodate several different stages of development. For example,
an activity may be modified by changing the type of die used or
by extending the number range. By their very nature, most textbooks
are limited in addressing students' methods of solution. Just as
students' ways of knowing and representing mathematics may be different
from those of adults, so too students' solution methods may be different
from those presented in print.
Discuss the project with
your child's teacher, who will be able to give you a clear understanding
of what strategies your child currently applies when completing
number tasks and the planned teaching directions.
|
| Q: |
Is it important
for my child to learn multiplication tables? |
| A: |
It is important
for children to be able to recall and apply multiplication facts up
to 10x10. CMIT focuses on students' ability to understand the processes
involved in multiplication and division. The learning framework outlines
a progression of how students form and share equal groups. As a basis
for understanding when it is appropriate to multiply or divide, it
is important initially for students to develop strategies for using
groups. CMIT aims to develop students who are able to use multiplication
and division successfully, not simply recall facts. |
|
