About Building Views

 

Purpose

 

"We choose to offer these lessons in the hope that you think they are worth talking about. If we have one ambition it would be to get every teacher in the country talking with each other - seriously and deeply - about the types of classrooms we could all be proud of."

Maths300 is our attempt to find the 300 most interesting maths lessons from classrooms across Australia and beyond and to filter them into learning networks everywhere to generate professional discussion. The lessons are the fuel for those discussions.

Some of the main discussion points include:

  • Open-ended inquiry
  • Investigative, problem-based approaches
  • Broadening our pedagogical repertoire
  • The role of technology
  • Differentiation and equity
  • Genuine understanding
  • The role of context to give meaning and purpose
  • Thinking, reasoning and communication
  • Enriching our assessment repertoire
  • Developing interconnections and linkages
  • Non-threatening learning environments
  • A level of success for all
Many of these are reflected in the Australian Curriculum: Mathematics.

 

Link List

We have tried to fully annotate Maths300 lessons from these perspectives and included lots of stories from classrooms.

We believe teacher learning and growth develops most richly in classrooms, so our invitation and hope is that the lessons are used and trialled in classrooms ... and followed by reflections and discussions within our various professional learning networks.

Maths300 lessons are innovative and, in addition to the lesson notes, provide a range of investigation guides, worksheets, extension problems, software, helpful hints from trial schools and reflective comments from teachers.

What Makes Maths300 Different?

  • Context
    Our lessons reflect happy, healthy, cheerful, productive inspiring classrooms in which students at all levels are learning to work like a mathematician. We want to be able to look at any lesson through a suite of educationally sound lenses and see:
    • Learning experiences structured so that all students see there is something in it for them.
    • Teaching craft chosen to include a rich array of teaching strategies.
    • A joyful community of learners.
    • Acknowledgement of working towards recognisable outcomes.

  • Developed in classrooms
    Our role is to gather and retell stories of success from classrooms. All Maths300 lessons have grown from teachers' ideas shared and developed over time through a range of classrooms. Teacher input continues - often with examples of student work - through the Classroom Contributions section of each lesson.

  • Open-ended investigations
    By beginning with an open-ended investigation, Maths300 lessons encourage the questioning, reasoning, justifying and communication skills of a professional mathematician. Algorithmic skills are developed in a meaningful context as the class works together, often in groups, to think creatively and to apply a range of strategies to the problem. This process is called Working Mathematically and features in most lessons. Each lesson has a clear finishing point but, since a mathematician is rarely finished with a problem, extensions are often suggested. Your students might even suggest their own.

  • A safe place to learn
    Maths300 encourages a non-threatening classroom environment. Lessons frequently begin with a story shell to pique students' interest and as they unfold include concrete materials, physical involvement, meaningful contexts, kinaesthetic learning, collaborative learning and more, often taking the children out of the classroom and into the real world. In this way, Maths300 appeals to students of all learning styles.

  • Software
    About one third of Maths300 lessons are supported by software specially written to extend the learning opportunities in an investigation. These investigation-based applications are another feature likely to encourage students to engage more deeply with the learning.

  • Professional dialogue
    Through Maths300, we aim to share your wisdom and experience with teachers and improve mathematics education in the process. It is our small contribution to the on-going conversations across the country about how to successfully involve all students in learning. Contact us to discuss supporting your school, cluster, region or system with a professional development program.

Many teachers have reported enormous changes in their mathematics lessons, with maths becoming more exciting and more fun. Students typically alienated by maths are more engaged. Multiple layers of challenge invite participation across the wide range of abilities in many classes.

Please take our Free Tour, view our extensive Lesson Library and try the Sample Lessons for yourself.

You will find further support for working like a mathematician at Mathematics Centre.

 

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