Hugh’s Makaton with mathematics

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Reflection - what these stories exemplify

Key competencies

Hugh, through the use of Makaton, participates with other students at the school tuckshop. Hugh loves being part of school life with his peers and can now be involved with confidence in another activity (participating and contributing).

Hugh is using language symbols and texts to sign for his purchase and give the correct coin.

How might these stories strengthen Hugh’s identity as a learner?

Shopping for a favourite treat is a highly motivating activity for Hugh. This has provided an appropriate vehicle for him to practise his learning (agency) through signing his wants. Initially, this was in the classroom with teachers, teacher aides, and students, both in book work and role play, and subsequently on repeated occasions with the tuckshop staff, using money in different denominations (breadth, continuity, and depth).

For more information on the four dimensions of agency, breadth, continuity, and depth (ABCDs), refer to Narrative assessment: a guide for teachers.

Learning areas

Level 1 mathematics and statistics: Number and Algebra: number strategies

The related achievement objective is using a range of counting, grouping, and equal-sharing strategies with whole numbers. Hugh is working towards recognising New Zealand coins and using coins to make totals.

Effective pedagogy

What does this tell us about teaching and learning in this setting?

The teacher and teacher aide used Hugh’s interest in money to enable him to develop his communication and numeracy skills within authentic contexts (creating a supportive learning environment).

This new learning was enhanced through practical activities, both in the classroom and at the tuckshop, and Hugh’s correspondence work. Varied situations and repeated opportunities for use of new knowledge meant Hugh was given sufficient opportunities to learn.

Reflective questions for the reader

“Have I considered whether there are still other authentic contexts where my students might effectively practise their mathematics?”

“Do I use as full a range of memory prompts as I can to help my students fix and recall their learning (e.g. visuals, symbols, numomics)?”

Useful resources

Makaton vocabulary development project: Weblink: http://www.makaton.org.nz/resources.htm

Bellanca, J. (c1992). The cooperative think tank II: graphic organizers to teach thinking in the cooperative classroom. Palatine, Ill.: Skylight.

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