Bass Hill Public School
Key features
Developing deep knowledge and understanding of mathematics in Stages 1, 2 and 3
School context
Bass Hill Public School has an enrolment of 375 students, 68% of which are from a background other than English. The largest cultural group is Arabic, followed by Vietnamese. There is a pre-school on site and two CLOs support school and community partnerships. There are stable, experienced staff members at the school, who are prepared to innovate. The school has an excellent technology program, a long-term policy of no textbooks and a history of working closely with local and regional consultancy.
Planning
The whole staff, led by the executive, was responsible for the planning. Parents have also been involved in planning and information sharing.
Objectives
- enhance student understanding of the language and concepts of mathematics
- raise teachers’ expectations of students
- increase the use of concrete, hands on maths activities in the classroom
- improve students’ ability to problem solve and articulate what they have learnt in maths
Targets
Analysis of Basic Skills Numeracy Test (BST) results and feedback of focus groups of students and staff indicated that students needed to develop their understanding of the language of mathematics and gain more experience in using concrete materials.
The target was to improve student numeracy outcomes with a particular emphasis on increasing the value added component of those students in the higher bands of the Basic Skills Numeracy Test.
Strategies
- analysis of BST data and feedback from student and staff focus groups led to a staff decision to focus on Measurement and Space
- development of units of work that focused on the use of concrete materials to teach maths concepts and on teaching the language of mathematics
- release of Assistant Principal for two days a week to team teach across classes, supported by PSP consultant and Maths K-6 consultant
- parents were informed about the numeracy focus and proposed strategies to meet the target through parent information sessions.
Resources used
School Development Officer analysed BST data, conducted focus groups and reported back to whole staff.
PSP consultant and Mathematics K-6 consultant provided in-class support and professional development for teachers.
PSP funding was mainly used to release the Assistant Principal and to release staff for stage planning days. A small amount of funding was used to purchase concrete maths materials.
Quantitative outcomes
The BST results in numeracy for Year 3 students indicate significant achievement.
In 2004, the school was 6.2 points below the state average. In 2005, the school was 2.1 points above the state average.
The BST results in numeracy for Year 5 students indicate that the achievement gap has been significantly reduced. In 2004, the school was 5.1 points below the state average. In 2005, the school was only 2.1 points below state average, a reduction in the achievement gap of 3 points.
The number of students in the top three achievement bands has increased in both Year 3 and Year 5 BST numeracy results for 2005.
Qualitative outcomes
Interviews with students, lesson observations and ongoing evaluation of teaching process through critical reflection indicated:
- enhanced student engagement
- improved student understanding and use of the metalanguage of mathematics.
- enhanced confidence of teachers in using concrete materials in maths lessons
- increased use of quality teaching strategies in the classroom.
Future directions
Whole school maths targets have been incorporated into the school’s three year plan for 2006-2008.
The Assistant Principal will continue to be released (1 day per week) to team teach with Stage 1 and Stage 3 teachers.
The PSP consultant will team teach with Stage 2 teachers.
The support staff have been timetabled for maths lessons.
In Terms 1 & 2 in 2006, the school will continue to focus on measurement. In Terms 3 & 4, the school’s focus will change to patterns and algebra.
Community liaison officers at the school will continue to share the school’s numeracy practices with parents to increase their understanding and skills, and to increase participation of parents in the school’s parent tutoring program in maths.
Implications
The significance of students’ understanding the language of mathematics if outcomes are to improve.
The importance of hands on activities to facilitate student understanding of maths concepts.
The value of releasing a teacher from class to support other teachers in the classroom.
The need to provide time for teachers to plan and model lessons, provide feedback on teaching practice and to engage in professional dialogue.
The value of using regional consultancy to assist in setting and achieving targets.
The importance of professional learning in supporting classroom practice to reduce the achievement gap.
Further information
Bass Hill PS Telephone: 9644 3431
Gail Charlier
Kim Fowler
Margaret Thompson
