Classes participated in engaging “Maths hunts,” had a delightful week of “Lolly Maths, and invented maths-themed board games, as well as a spectrum of additional enriching activities.

Here are a few maths jokes for you:

Why was number six so scared? Because 7 ate 9.

How does a pirate solve for half the diameter of a circle? By using Arrrr!

Do you know the latest statistics joke? Probably.

Our school has been privileged to receive ongoing Professional Development from a prominent New Zealand Mathematics expert, Lucie Cheeseman. This continuous support has been made possible through a successful funding application by our in-school Maths leader: Mrs. McDonnell to the Ministry of Education last year, which was subsequently extended after a successful application by Mr. Boniface. Each term, Lucie collaborates with our educators to first plan and facilitate the implementation of exceptional Mathematics instruction. This involves a hands-on approach where she not only models lessons for teachers but also observes their Mathematics teaching in action.

The instructional sessions encompass a spectrum of methodologies, including fundamental fact practice, skill-based teaching, interactive group learning, and extensive conversation. Furthermore, a variety of activities, designed with differing levels of complexity, are employed, commonly referred to as 'low floor, high ceiling' exercises—a concept introduced by the esteemed mathematics leader Jo Boaler. If you're interested in delving further into this subject, an engaging article featuring Jo Boaler's advice for parents on combating anxiety in mathematics education, titled '6 Steps to Overcome Math Anxiety,' is available.

Here are some key points from the article: (Click here: (scroll down) Jo Boaler, Stanford.):

• 1. Engage in interactive games, such as dice games, with your children.

• 2. Provide encouraging feedback and follow your child's thought process, even when they make mistakes.

• 3. Avoid emphasizing speed in mathematics; focus on understanding and problem-solving.

• 4. Refrain from sharing negative experiences or attitudes towards math.

• 5. Find opportunities to work with numbers. Lean into exploring large numbers.

• 6. Cultivate a growth mindset by conveying that anyone can excel in mathematics with effort. Embrace mistakes as opportunities for growth and development. When your child faces challenges or errors, respond positively by highlighting their cognitive progress: "That's fantastic—your brain is expanding!"

Incorporating these insights can greatly contribute to supporting the positive mathematics learning experience at school which is accelerating Maths concepts for our tamariki. One of the encouraging aspects of the way we teach Maths at Stanley Bay School is that most children have a positive affinity towards the subject. Our teachers know that putting pressure on children when they are learning a Maths skill can close down thinking. Extensive research shows that a child’s attitude towards maths is a key part in achieving academic success.

Mathematical fluency encompasses a significant oral language component. Learning mathematical terminology, being able to communicate understanding, articulating logical reasoning and honing problem-solving skills are a key part of our comprehensive Maths delivery. Maths is a key subject for practical application, nurturing critical thinkers and instilling a sense of curiosity, are all attributes that align with our school vision.

Kind regards,

Emma Tolmie

Tumuaki/Principal of Stanley Bay School.