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Have high yet realistic expectations about what their students can achieve

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Provide an environment where the students can feel open with their thoughts and answers.

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Develop a classroom in which it is safe to learn.

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Develop a classroom in which it is safe to learn.

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teachers show interest in students ideas

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It's safe to try new ideas and strategies and it's OK to be wrong.

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What does it look like in the mathematics classroom?

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What does it look like in the mathematics classroom?

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Students feel it is ok to get the wrong answer. Students are encouraged to try and acknowledged for trying.

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it is okay to be challenged by students 

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it is okay to be challenged by students 

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Allowing students to work independently and also in groups to have better understanding of ideas. Being able to work in groups allows students to communicate and share their ideas 

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Allowing students to work independently and also in groups to have better understanding of ideas. Being able to work in groups allows students to communicate and share their ideas 

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Creating different ways for kids to learn. Independent focussed learning to have a go themselves.
Pair/small group discussion to allow for questioning and trialling of strategies.
And whole-class work to allow learning how to express their work strategy.

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Allowing students to think for themselves but helping them find the answer rather than telling or just marking to the answer

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Allowing students to think for themselves but helping them find the answer rather than telling or just marking to the answer

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Allowing students to have there own way of thinking but still being about guide them on the right track

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Students need a range of learning situations (individuals may need some more than others) 

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Students need a range of learning situations (individuals may need some more than others) 

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letting students figure out problems on their own-- the focus is on the problem solving not just getting it right
-- the teacher should acknowledge all answers and all effort given regardless of whether it is right or not

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Allowing students to contribute their own ideas into group discussions

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Familiarising terms on a day to day basis 

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Familiarising terms on a day to day basis 

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Know what they are doing and how to teach it to the students

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Teachers give the opportunity to work individually, in pairs or small groups and as part of a whole class. 

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Teachers give the opportunity to work individually, in pairs or small groups and as part of a whole class. 

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Small groups encourage students of different levels to share their understanding of a mathematical problem.

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Assessing them on how much they've learnt not how much they know

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Assessing them on how much they've learnt not how much they know

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Giving children appropriate tasks in small groups so they can discuss their individual ideas - coming back into a big group to share answers.

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Using tools as counting methods or to help with progress for visual learners 

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Using tools as counting methods or to help with progress for visual learners 

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Building on children's existing knowledge (errors and successes) by putting children into situations involving their thinking.

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Building on children's existing knowledge (errors and successes) by putting children into situations involving their thinking.

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By allowing students to work in small groups, it is effective in student participation and involvement as it seems less 'daunting'.

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Allowing students to produce their own understanding and then collaboratively further develop that understanding through sharing and questioning 

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Allowing students to produce their own understanding and then collaboratively further develop that understanding through sharing and questioning 

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allowing students to bounce of others and expand their knowledge as well as getting opportunities to showcase what parts they are good at and be encouraged by others to grow where needed.

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Working in different ways depending on students needs at the time whether that the in a small/big group or on there own

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Working in different ways depending on students needs at the time whether that the in a small/big group or on there own

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use children's errors and find out WHY they are making that error -- use this as a way to rebuild their thinking so they know the correct way to solve that problem next time

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Allowing students to sit on their own in a quiet space to allow them to think on their own and to develop their own ideas on how to solve problems and mathematical thinking.

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Using repetition to help students remember tasks

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Using repetition to help students remember tasks

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Allowing each student have the opportunity to learn and develop their own ideas individually, in peers and as a group

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Using real life scenarios to help relate back to a day to day basis

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Using real life scenarios to help relate back to a day to day basis

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 Using students misconceptions and errors as building blocks

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 Using students misconceptions and errors as building blocks

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use students interests to be a basis for activities? so they will be interested and engaged when learning. eg if they really like lego then using that in the maths activity

also using examples and problems that are relevant in their world so they see the point of doing maths

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Asking students to explain their solution strategies, then helping them expand their thinking when needed

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Asking students to explain their solution strategies, then helping them expand their thinking when needed

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Getting children to use a "word of the day" to help ease the stress of a new language

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Getting children to use a "word of the day" to help ease the stress of a new language

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Placing students of different levels of understabding in the same group will benefit all studebts in the group because they are able to share ideas from different viewpoints.

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Asking students to relate maths to the real world. E.g How many bags of lollies can they get for $5 if it is 1 dollar per bag 😁😁😁😁😁😁😁😁😁😁😁😁😁😁😁

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Making sure the content the students are learning is valid to the course

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Making sure the content the students are learning is valid to the course

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Offering tasks to children that actually make them think deeply and make connections instead of using general algorithms

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Offering tasks to children that actually make them think deeply and make connections instead of using general algorithms

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choosing games & activities that involve what the focus in maths is at the moment but also engage them.

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Effective teachers understand that the tasks and examples they select influence how students come to view, develop, use, and make sense of mathematics.

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Effective teachers understand that the tasks and examples they select influence how students come to view, develop, use, and make sense of mathematics.

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Posing questions that challenge the student 

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Posing questions that challenge the student 

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problems where the goal is not to get it right

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Effective teachers support students in creating connections between different ways of solving problems, between mathematical representations and topics, and between mathematics and everyday experiences.

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Effective teachers support students in creating connections between different ways of solving problems, between mathematical representations and topics, and between mathematics and everyday experiences.

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adapt the questions/tasks to guide the child's thinking to either an alternative way of solving or using a more advanced concept

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They know the students well and plan their lesson to match the level the students are at

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They know the students well and plan their lesson to match the level the students are at

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Contextual problems thats relate to the students male it seem more interesting. Limiting the written instructions and keeping it simple allows many students to be involved and understand, in turn 'giving it a go'.

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giving the students opportunities to teach each other, they may learn more listening to a peer and begin to feel more confident in their abilities while teaching too.

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No wrong answer. Just an opportunity to build on their understanding.

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No wrong answer. Just an opportunity to build on their understanding.

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Appealing tasks to student interest.

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Building on students’ existing thinking and modifying tasks to provide alternative pathways to understanding.

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Tasks not to be just single minded focus on right but be challenging so they struggle with some ideas to help learn.

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Tasks not to be just single minded focus on right but be challenging so they struggle with some ideas to help learn.

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Using a range of assessment practices to make students’ thinking visible and to support students’ learning.

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Using a range of assessment practices to make students’ thinking visible and to support students’ learning.

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Facilitate classroom dialogue that is focused on mathematical argumentation.

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Facilitate classroom dialogue that is focused on mathematical argumentation.

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Shape mathematical language by modelling appropriate terms and communicating their meaning in ways that students understand.

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Shape mathematical language by modelling appropriate terms and communicating their meaning in ways that students understand.

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Helps to make connections with mathematical ideas with everyday real life experience which helps them to learn about its value to society

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Helps to make connections with mathematical ideas with everyday real life experience which helps them to learn about its value to society

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Carefully select tools and representations to provide support for students’ thinking.

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Carefully select tools and representations to provide support for students’ thinking.

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formal and informal assessments to monitor learning progress to find what can be done next or be improved on

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formal and informal assessments to monitor learning progress to find what can be done next or be improved on

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Develop and use sound knowledge as a basis for initiating learning and responding to the mathematical needs of all their students.

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Develop and use sound knowledge as a basis for initiating learning and responding to the mathematical needs of all their students.

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Giving opportunities to students where they can answer without fear makes them more engaged with their learning and gives them confidence 

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Giving opportunities to students where they can answer without fear makes them more engaged with their learning and gives them confidence 

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Taking the students current thinking strategy and applying it to a harder task so that they think about the strategy in a wider context

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Asking questions - participation of students, assess knowledge - not only listen to correct answer but also mathematical thinking

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Asking questions - participation of students, assess knowledge - not only listen to correct answer but also mathematical thinking

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Caring classroom communities that are focused on mathematical goals help develop students’ mathematical identities and proficiencies.

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Caring classroom communities that are focused on mathematical goals help develop students’ mathematical identities and proficiencies.

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Challenging students to put what they learnt into practise with effective tasks.

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Games are effective in the engagement of students when solving problems.

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Provide students with opportunities to work both independently and collaboratively to make sense of ideas.

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Provide students with opportunities to work both independently and collaboratively to make sense of ideas.

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Planning mathematics learning experiences that enable students to build on their existing proficiencies, interests, and experiences.

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Planning mathematics learning experiences that enable students to build on their existing proficiencies, interests, and experiences.

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Self and peer assessment- opportunities for students to evaluate their own work e.g-designing test questions

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Self and peer assessment- opportunities for students to evaluate their own work e.g-designing test questions

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understanding of terminology- making links overall between math language, home language and student understandings 

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understanding of terminology- making links overall between math language, home language and student understandings 

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Making connections, sharing ideas, encouraging, asking open questions, confidence, giving everyone an opportunity to speak and share there ideas, contributing and repeating answers to the class or their group and connecting the context to relevant and everyday life

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identifying what strategies had been used

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identifying what strategies had been used

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We would see students having constructive discussion between each other and with the teacher. Students would be encouraged to justify their process and challenge each other.

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Approaching students with different strategies so be used to elicit the student's strategies.