Mathematics and Statistics
Mathematics is the exploration and use of patterns and relationships in quantities, space, and time. Statistics is the exploration and use of patterns and relationships in data. These two disciplines are related but different ways of thinking and of solving problems. Both equip students with effective means for investigating, interpreting, explaining, and making sense of the world in which they live. Mathematicians and statisticians use symbols, graphs, and diagrams to help them find and communicate patterns and relationships, and they create models to represent both real-life and hypothetical situations.
Why study mathematics and statistics?
By studying mathematics and statistics, students develop the ability to think creatively, critically, strategically, and logically. They learn to structure and to organise, to carry out procedures flexibly and accurately, to process and communicate information, and to enjoy intellectual challenges.
By learning mathematics and statistics, students develop other important thinking skills. They learn to create models and predict outcomes, to conjecture, to justify and verify, and to seek patterns and generalisations. They learn to estimate with reasonableness, calculate with precision, and understand when results are precise and when they must be interpreted with uncertainty. Mathematics and statistics have a broad range of practical applications in everyday life, in other learning areas, and in workplaces.
The Structure of the Mathematics and Statistics Curriculum
Number and Algebra.
Number involves calculating and estimating, using appropriate mental, written, or machine calculation methods in flexible ways. It also involves knowing when it is appropriate to use estimation and being able to discern whether results are reasonable. Algebra involves generalising and representing the patterns and relationships found in numbers, shapes, and measures.
Geometry and Measurement.
Geometry involves recognising and using the properties and symmetries of shapes and describing position and movement. Measurement involves quantifying the attributes of objects, using appropriate units and instruments. It also involves predicting and calculating rates of change.
Statistics involves identifying problems that can be explored by the use of appropriate data, designing investigations, collecting data, exploring and using patterns and relationships in data, solving problems, and communicating findings. Statistics also involves interpreting statistical information, evaluating data-based arguments, and dealing with uncertainty and variation. (MOE, 2007)
Mathematics at Pukekohe East School
The expectation is that all children will have the opportunity to develop their number sense, knowledge and strategies engaging in challenging mathematics tasks, have their mathematical thinking heard and valued, believe in themselves and experience success in inclusive and culturally responsive contexts.
In every class, every day, all students will have:
- the opportunity to be challenged, to persist and succeed.
- opportunities to engage in mathematics discourse to clarify their maths thinking and reasoning and build upon other student’s explanations in authentic contexts.
- a combination of flexible grouping options including whole-class, small-group, pair or individual.
- time for new learning, practice and consolidation of knowledge and strategies.
- access to concrete materials to assist in learning new concepts.
- access to digital sites and modelling tools to assist learning.
- involvement in a range of assessment processes to make their thinking visible to their teacher to ascertain learning needs and progress.
- a clear understanding of their learning goals and be able to reflect on their progress toward and beyond these goals with increasing independence and ownership.
Assessment and Reporting at Pukekohe East School
Assessment data will be gathered periodically throughout the year to gauge progress and achievement. This data assists with setting and monitoring of school-wide, class, target group or individual goals and learning programmes.
Standardised assessment data is shared with the students, parents and whanau on an individual basis and our BoT related to progress and achievement of year group cohorts.
Progress and achievement will be reported to parents via:
- Seesaw- ongoing evidence of learning shared (digital portfolio)
- Learning Forums (student, parents and teacher conferences twice yearly)
- a written report covering all curriculum areas.