• 2013 Annual Report Banner
  • Action Area 2 – Learning and Teaching

     

    Mathematics 

    The Catholic Education Office Melbourne’s (CEOM) Mathematics Learning that Counts strategy, through collaboration with schools and partners, aims to:

    • build the leadership capacity of Mathematics leaders
    • provide opportunities for Mathematics leaders to update their qualifications in Mathematics leadership
    • deliver comprehensive professional learning for teachers and leaders in Mathematics
    • enable teachers to provide high quality learning opportunities for all students in Mathematics
    • encourage teachers to have high expectations for all students
    • build the capacity of school leaders to effectively interpret and monitor school improvement data in Mathematics
    • assist schools to make informed decisions for continual improvement in Mathematics
    • provide schools and teachers with advice on offering personalised learning opportunities for students with low attainment in number learning
    • promote the need for all teachers to provide a comprehensive challenging Mathematics curriculum for all.

    Strategic Support Mathematics

    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

    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.

    Masters in School Leadership (Numeracy)

    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.

     

    Personal Story 

    Action Area 2 

    Daniel Buttacavoli
    Curriculum Coordinator
    Emmanuel 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

    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.

    Successful Mathematics Education

    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.

    Other initiatives

    • Regional Mathematics Leadership Clusters (Primary)
    • Sponsored Study
    • Strategies for Understanding Mathematics (SUM)
    • Publication and launch of Key Ideas for Concept Development in Mathematics 

    Key Ideas in Maths
    Key Ideas for Concept Development in Mathematics 

    Mathematics Professional Learning Activities

    Project Service Primary Secondary Total
    Differentiated Support (Primary)
     
     
     
     
     
     
     
     
    Leaders as Coaches 2 57   57
    Leaders as Coaches 1 45   45
    Intake 5 Strategic Support (A) 192   192
    Intake 5 Strategic Support (B) 140   140
    Intake 6 Strategic Support (C) 164   164
    Intake 6 Strategic Support (D) 175   175
    Number Intervention P–4 Intake 4 (Ongoing Support) 13   13
    Number Intervention P–4 Intake 5 14   14
    Number Intervention P–4 Intake 1–3 (Ongoing Support) 18   18
    Differentiated Support (Secondary)
     
    Purposeful Teaching of Mathematics (1 Year Intensive Program)   40 40
    Leading Purposeful Teaching of Mathematics   19 19
    Leadership
     
     
     
     
    Regional Mathematics Leadership Cluster (Primary – E&S) 97   97
    Regional Mathematics Leadership Cluster (Primary – N&W) 89   89
    Secondary Mathematics Leaders and Teachers Program   11 11
    Masters in School Leadership 35 15 50
    Sponsored Study 9 5 14
    Teacher Quality
     
     
     
     
     
     
     
     
     
    SME – Successful Mathematics Education 5–7 (Number & Algebra) 38   38
    SME – Successful Mathematics Education 5–7 (Geometry) 21 8 29
    SME – Successful Mathematics Education 5–7 (Measurement) 12 1 13
    SME – Successful Mathematics Education P–2 48   48
    SME – Successful Mathematics Education 3–4 48   48
    SME – Successful Mathematics Education 5–7 (Probability and Statistics) 19 4 23
    SUM – Strategies for Understanding Mathematics (Place Value) 45   45
    SUM – Strategies for Understanding Mathematics (MentalComp: +&-) 65   65
    SUM – Strategies for Understanding Mathematics (Multiple Thinking) 47   47
    SUM – Strategies for Understanding Mathematics (MentalComp: x&÷) 50   50