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Developing trusting communities. high expectations (but realistic)

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Teaching plans centred around the students (existing knowledge, experiences etc.)

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1) * Students need to discover that they can do maths on their own.
*Students should use different maths processes.
* tasks should challenge students, giving them opportunities to think for themselves instead of always relying on teachers for answers.
2) *Teachers giving students time to complete tasks.

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Opportunities to work both independently and collaboratively.
* eg, working quietly on their own, then sharing their knowledge with the class.

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What could this look like in the classroom?

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What could this look like in the classroom?

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Teaching a student who cried when he got the answer wrong. Reinforcing that it is okay to key the answer wrong. That it is great to take a risk and have a try. Explaining that you can learn more from your mistakes than your getting the right answers.

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Successful teachers make connections between mathematical terminologies and their (children) everyday lives.
Explaining these concepts and terminologies in such a way that the children will feel engaged and therefore have a better understanding.
Also exposing children to these new terms, will allow them to gain a stronger understanding of the world around them.

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* Connecting learning to what students are thinking.
*Adapt learning approach to better suit student's needs.
* It's okay to make mistakes and use this error as a learning opportunity.
*Focus what student's know as a starting point.
*Reduce the complexity of tasks
*Directing planning and learning approach to what the students know.
*Sharing interpretation. Accepting different points of view.
*Thinking on your feet and having to manage with students who work at different abilities.
*Make the learning relatable or relevant to students. (Talking about pies)

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- Teacher needs to know the strengths and weaknesses of students.

-Teachers should be prepared and study up on the content before they teach.

-Understand what your students struggle with and come back to the topic if needed

-Have enough knowledge to further and challenge students

-Make sure what you're teaching is age appropriate

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Representations/Tools to support students’ mathematical development

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Making connections between the topic of mathematics and everyday experiences.

Finding links between that maths topic
"solving problems that are situated in everyday context"

Showing it in different format such as graphs and tables to make it more interactive therefore teachers are catering for different students needs.

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Relying on their own thinking in solving problems without distractions

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What could this look like in the classroom?

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What could this look like in the classroom?

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*Teaching math using interesting or relevant visuals or tools to allow for better understanding of the content.
*Discuss with the whole class any problems or errors that have been raised and talk about how to deal with it. Possibly ask the class how they interpret the situation and how they would solve it

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*Encourage students to explain and justify their solutions
*Allowing the children to communicate mathematically with each other
*Allowing the children to revoice: repeating, rephrasing or expanding.
*Highlight ideas that have come directly from students
*Students become confident in mathematical

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- formal and informal assessments
- Identifying learning problems
- If you get the kids to think out loud and tell you their processes then this can help you to identify their understanding and where the road blocks are them.
- It can also show you if the kids are getting the answer in the right to wrong way.
- when you know these things this can help you to prepare future lessons based on the children's needs.

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What could this look like in the classrom?

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What could this look like in the classrom?

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Encouraging children to speak out more and then

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- Talking one on one with children to see how they are solving the problems, where they are going wrong if they are and what they need help with.
- Coming up with different strategies if the child is still having difficulty.

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Tools beoming increasingly invested, they become increasingly useful for furthelearning

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Simplifying concepts and methods to make sure that they're age appropriate and that they can be communicated well.