In Episode 55, is it an A (top mark), B, C or D mark? The ever-present challenges of grading students’ work in maths. Plus, how we inadvertently signify to students to stop thinking, and supporting students to move from additive to multiplicative thinking.
CLICK PLAY to listen to Margarita Breed
- Margarita Breed is a Numeracy Consultant and former secondary school teacher in Victoria, Australia. She works with teachers in Victoria and South Australia.
- How we inadvertently signify to students to stop thinking in maths
- Tracy Johnston Zager book – Becoming the Math Teacher You Wish You’d Had
- Grading students’ work – A-B levels
- Explaining and making connections
- Reasoned versus thorough interpretations
- Arrays and regions in multiplication
- Using efficient strategies
- Supporting students to move from additive to multiplicative thinking
- Using a range of representations
- Getting beyond closed, routine, repetitive maths questions
- Learning from people interested in number and mathematics
- Applying maths knowledge to unfamiliar situations
- Transferring authority to students over time
- Expectations of students and differentiating
- Grading students’ work – C, D, E levels
- Building students’ persistence
- Developing a culture of mathematics thinking
- Maths and sense-making or meaning-making
- Significant math moments during remote learning
Episode related links
- Margarita Breed on LinkedIn
- Dylan Wiliam’s website
- John Hattie – Visible Learning website
- More Or Less: Behind The Stats podcast
- Slow Reveal Graphs
- Also listen to my chat with Jenna Laib (see below)
- Maths300 Teacher Resources (Subscription website)
Listen to More Maths Chats
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- “16+1 polyhedron models” by fdecomite is licensed under CC BY 2.0
- Pattern photograph: “Math patterns” by keepps is licensed under CC BY-NC-SA 2.0