2025 Inquiry - Part 1

Our primary inquiry focus for our team was the area of Mathematics. However, this coincided with the imminent introduction of a new pedagogical approach to teaching Maths. 

A new maths action plan was launched focusing on three key areas to turn around the declining maths achievement in New Zealand schools. 

1. Curriculum:

A new knowledge-rich, maths curriculum for students in Years 0-8 based on the structured maths approach is introduced in Term 1 this year. 

Resources: including teacher and student workbooks, are provided to primary and intermediate schools to support the adoption of new curriculum.

2. Workforce:

Professional learning and development (PLD) in the structured maths approach to support the rollout of the new curriculum.

3. Assessment

Students will be assessed twice a year, using existing standardised tools.  Small group interventions will be implemented to support students who have fallen significantly  behind.

What is a Structured Maths Approach?

A structured scope and sequence is a fundamental to effective teaching and learning in mathematics.  It provides educators with a road map, ensuring that each concept systematically builds upon prior knowledge.  By carefully sequencing mathematical topics and activities.

A Structure Maths Approach enables learners to progressively develop their skills and confidence. This organised structure supports teachers in creating a conducive learning environment that fosters deep conceptual understanding and student success, directly aligning with the NZ curriculum and its progress outcomes and learning. 

Our team's intended inquiry focused on implementing the Numicon resource and program with our Year 1 and 3 students.  However, the initiation of this teaching approach was delayed due to the late arrival of our equipment.  The difficulty would be of the time constraints and the ability to understand how it works.

We opted to focus on literacy - reading comprehension. 

  

2025 Inquiry - Part 2

How can I enhance my small group teaching capabilities to effectively support student

development of reading comprehension?

My specific/focus small group is 4 readers. Tupu Level 2

How can we develop capability - what steps can I take to improve my skills/practice and knowledge?  

It might imply

• Trying different teaching techniques.

• Refining existing skills - make current teaching approaches more effective and efficient.

.. in a small group teaching - working with a small specific group,  make smaller and focused  lessons really effective.

.. to support the learner’s development:

• Fostering metacognition: Teaching them to "think about their thinking" – planning, monitoring, and evaluating their own learning process

• Encouraging critical thinking: Moving beyond memorization to asking "why" and "how," evaluating information, and solving problems.

• Providing problem-solving opportunities: Presenting challenges that require them to apply their knowledge and reasoning.

• Making connections: Helping them link new information to what they already know (activating prior knowledge) and to real-world contexts.

• Using questioning techniques: Asking open-ended questions

• that stimulate deeper thought rather than simple recall.




… of comprehension in reading - helping them not just read the words, but truly understand, interpret, and make sense of the text.




What steps am I going to take to change my practice?




The steps I'm going to take to change my practice is to:




Foster metacognition: Teaching my readers to "think about their thinking" - planning,

monitoring, and evaluating their own learning process.

Encourage critical thinking - Moving beyond memorization to asking "why" and "how",

evaluating information, and solving problems.

Providing problem-solving opportunities: presenting challenges that require them to apply

their knowledge and reasoning.

Making connections: Helping them link new information to what they already know

(activating prior knowledge) and real-world contexts.

Using questioning techniques - asking open-ended questions that stimulate deeper

thought rather than simple recall.




Seek and Share with colleagues:




Action - Follow up and engage with my team leader and work colleagues.

How - I'll share what i've been trying, what I've learned and what impact I've

observed. I'll ask for their ideas or if they can offer specific feedback on my practice.

Outcome - collaborative learning, shared insights and a supportive professional development.