Mathematics in the New Zealand Curriculum is one of seven statements covering the essential learning areas of the New Zealand curriculum. In mathematics, students develop skills, concepts, understandings, and attitudes through programmes that are creative and emphasise mathematics in the context of everyday life.
ERO evaluated the quality of the teaching of mathematics at Year 4 and Year 8 in 121 schools during Term 3, 2005.
Overall, ERO found many effective teachers of mathematics. ERO looked at the quality of teaching in six areas. Fifty-one percent of teachers were effective or highly effective in all six areas. A further 40 percent of teachers were effective in some areas but less effective in others. Nine percent of the teachers reviewed were less effective in all aspects of good quality of teaching of mathematics.
ERO found that schools providing high quality mathematics programmes for their students had the following characteristics:
- the teachers were providing practical, interesting and challenging mathematics lessons;
- the school had a good range of mathematics equipment and resources, and students and teachers used these well to promote learning;
- the teachers used a wide range of teaching strategies that enabled students to develop and strengthen their mathematics knowledge and skills;
- the teachers demonstrated knowledge of mathematical concepts, and schools provided them with ongoing professional development; and
- the students enjoyed their mathematics lessons, and were supported by strong and positive relationships between teachers and students.
This report describes good practice in three schools with high quality mathematics programmes. The presentation of these examples matches the framework used for ERO’s 2005 evaluation report, The Quality of Teaching for Years 4 and 8: Mathematics, to enable readers to use both reports together. By providing examples of good practice, this report aims to help schools review their own mathematics programmes.