The Catholic Education Office Melbourne’s (CEOM) Mathematics Learning that Counts strategy, through collaboration with schools and partners, aims to:
Strategic Support Mathematics is a partnership between the CEOM and participating schools for the intensive implementation of initiatives designed to deliver improvement in student learning and performance. In 2013, 40 primary schools were supported on-site by School Advisers Mathematics (SAMs) up to four days a term. Teachers and leaders also participated in two off-site professional learning days focused on best practice in the teaching and learning of Mathematics, and School Mathematics Leaders attended two professional learning days focused on the development of coaching skills.
Number Intervention F–4 is a short-term intervention focusing on number learning in the first five years of school, with the aim to support the lowest attaining students in number learning by supplementing the student’s classroom Mathematics learning. All number intervention teachers were supported and mentored by CEOM Number Intervention Tutors through regular school visits.
The Masters in School Leadership (Numeracy) is a course customised for Catholic School Mathematics Leaders, delivered through Monash University. The course aims to build capacity in leaders within the curriculum area of numeracy and focuses on planning, pedagogies and assessment in Mathematics education.
In 2013 two cohorts enrolled in the Masters in School Leadership (Numeracy).The first cohort (25) graduated with a Masters in School Leadership (Numeracy) at the end of 2013. The second cohort (25) will continue their studies through to the end of 2014.
Daniel ButtacavoliCurriculum CoordinatorEmmanuel College, Point Cook
The work of the teachers at Emmanuel College is driven by the College motto, taken from John’s Gospel, to live ‘life to the full’. We use it to guide us in our mission to develop our students as a whole individual – academically, socially and spiritually. We are continuously challenged to create and deliver learning opportunities that connect students to their experiences of the world.
To achieve this goal in 2013, the College began transforming its junior school curriculum. We did this through a staged roll-out of Project Based Learning (PBL) as the key mode of teaching and learning across Years 7, 8 and 9. Using PBL, we can challenge our students with real world issues and problems that really engage them because the topic matter is relevant and meaningful to their lives.
I represented the College at PBL conferences in New Orleans, Detroit and Dallas to learn more about PBL best practice and innovation – and observed how other schools in Sydney, California and Texas were delivering the program.
These opportunities provided fantastic learning experiences that I could share with the College staff to benefit our learning and teaching approaches, and at a personal level I was very excited about the potential for PBL to benefit the students in my classroom.
Purposeful Teaching of Mathematics (PToM) has been developed in partnership with the University of Melbourne. This program is focused on promoting school improvement through challenging and improving the practice of the PToM team and Mathematics teachers across the school through its particular emphasis on the development of teachers’ knowledge of possible student misconceptions and increased use of proven effective teaching strategies.
In 2013 teams from eight secondary schools attended six days of professional learning and were supported onsite by CEOM Project Officers, Mathematics.
The Successful Mathematics Education (SME) professional learning is designed to assist classroom teachers to identify key mathematical ideas and to develop activities, planning documents and assessment tools to assist students to progress at their relevant level of understanding.
In 2013 more than 150 teachers participated in 16 professional learning days. Three programs were delivered; each program was targeted at different levels of the Mathematics Curriculum: F–2, 3–4 and 5–8.
Key Ideas for Concept Development in Mathematics
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