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PROJECT BASED MATH Julia Bevin

PROJECT BASED MATH Julia Bevin. 2018 An Inquiry. Focusing Questions. How well can we teach mathematics skills and knowledge through Project Based Learning? How can mathematical inquiries be developed to be project based and cross curricula?

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PROJECT BASED MATH Julia Bevin

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  1. PROJECT BASED MATH Julia Bevin

  2. 2018 An Inquiry

  3. Focusing Questions How well can we teach mathematics skills and knowledge through Project Based Learning? How can mathematical inquiries be developed to be project based and cross curricula? How do we teach the necessary mathematical skills and knowledge through project based learning in ways that increase engagement?

  4. Scanning My hunch was that project based learning, designed to extend student interests would increase student engagement in maths and therefore increase achievement levels. Current State: • Students don’t ‘see’ maths, they often can’t get a visual picture of the maths. • Language interferes with maths learning all the time • Students have had poor experiences in math classes and this has lead to a disinterest in maths and a perception that they aren’t good at it.

  5. Focusing WHAT I DID • mixed ability group of students from Year 6 - Year 8 • mathematical inquiries based on real life, relevant problems • students are supported to take responsibility to find a solution • track and monitor the mathematical skills and knowledge that students are learning • resources such as Number Talks used to support the mathematical knowledge and skills required • Opportunities to discuss ideas and problem solve together • monitor engagement and motivation by gathering student voice regularly

  6. Outcomes • No unexpected or unusual shifts in student achievement data. • Student interest and motivation scores in easttle have not shifted significantly for most students. • Basic Facts scores have shown improvement for all students

  7. Hunches and Reflection The student achievement data does not align with my anecdotal evidence. The measures used to gather this data are very formal and ‘test’ based. This kind of environment is very different to the project learning environment - the measure does not match the skills/environment in which the students are working. Students who thrive in a project based learning environment may not do so well in a more traditional testing/assessment environment. What other tools do we have to measure progress that is better aligned to our way of working? Are we poorly equipped to measure the things we value?

  8. My Own Learning

  9. Standing in 2 places Trusting the process mixed with a fear of failure/sense of responsibility. • How to deal with the student perception that they are not learning the stuff that they need? • Need to be clearer about what we’re learning - what needs to happen next.. More checks with individual students? • How to ensure lower achieving students are getting the support they need? Look at an intervention that will support their knowledge development. • Walking the line between letting go and ensuring achievement - but what is achievement?

  10. Standing in 2 places Trusting the process mixed with a fear of failure/sense of responsibility. • Students appear to be enjoying it more than in previous years (student interviews as evidence). • My hunch is that the more I can engage and excite them about maths, shifting a mindset that they are not good at maths, the more we will start to see shifts in progress. • To be truly impactful, students need to be able to dip in and out of their projects. A highly timetabled environment where ‘maths’ is taught in a block is against the true essence of project based learning. We need bigger system shifts to make this work. Big Reflection • Project work would be better done in big chunks of time, to enable the ‘flow’ and better cross curricula. Working in a highly timetabled manner seems counterproductive to motivation.

  11. Context for learning

  12. Context for learning

  13. Context for learning

  14. The Projects

  15. The Projects

  16. The Projects

  17. The Projects

  18. The Projects

  19. 2019 Next Steps

  20. What are we doing in 2019? • Girls only group • Boys only group • Continue to monitor engagement and motivation • Build key skills and knowledge into sessions • Tracking curriculum coverage • Need to do more around timetable issues - still mostly working in 1 hour session slots.

  21. The Projects

  22. The Projects

  23. Thanks! Any questions? You can find me at principal@paekakariki.school.nz

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