Parkmore Primary students learn Mathematics every day through rich and engaging learning contexts. Our teaching includes a range of opportunities for students to learn and become inquisitive, mathematical learners.
Working in teams, Parkmore Primary teachers assess students’ abilities against the Victorian Curriculum. Our teachers are rigorous at triangulating data to ensure the ensuing teaching and learning meet the needs of all students. Not only that, they also monitor students’ understanding of mathematical language, concepts and skills.
The four prociencies
There are four important areas called Maths Proficiencies that teachers focus on to help students become confident and capable mathematicians.
Understanding helps children make connections and develop a deep understanding of mathematical concepts and how they relate to each other.
Fluency is about building quick and accurate mathematical skills. Children learn efficient ways to perform calculations estimate answers, and use different strategies to solve problems.
Problem solving is a crucial maths skill, which involves mathematical knowledge and skills to solve real-life problems.
Reasoning is all about critical thinking and how children can justify their mathematical ideas and make logical arguments.
By focusing on these four proficiencies, teachers aim to help children develop a strong foundation in mathematics. It's important for parents to support their children's learning by encouraging them to think critically, practice maths skills, and solve problems in real-life.
Peter Sullivan's Student-Centred Structed Inquiry Lessons
Our approach follows Peter Sullivan's Student-Centred Structured Inquiry principles. We place students at the centre of their learning experiences to promote active engagement, critical thinking, and problem-solving skills. In the Mathematics classroom, students take an active role in exploring and investigating topics or problems, guided by a structured framework. They are encouraged to ask questions, gather data, analyse information, and draw conclusions. The teacher acts as a facilitator, providing guidance, support and extensions.
Our approach is influenced by Jo Boaler’s Mathematical Mindsets, and we support all students to achieve their potential by growing a resilient, mathematics mindset, by learning from their mistakes and by making connections within all Mathematics areas and with their everyday life.
In Numeracy, our NAPLAN 2024 results show that: