Tegan moves into mathematics

Key competencies

Tegan demonstrated successful interactions with her peers in mathematics classes. Relationships were mutually supportive and interdependence supported learning for all students (relating to others).

These stories demonstrated Tegan’s active involvement with a partner, with a group, and as part of a regular class. She was a valued class member, was aware of the needs of others, was helpful, and was happy to share (participating and contributing).

Tegan demonstrated the ability to use a variety of language symbols. She was reading dials and using a hundreds chart, a calculator, and computer software in mathematics. These skills supported her to successfully access more complex aspects of the curriculum. Tegan became an increasingly competent user of language – written, aural, and oral, enhanced by the fact that she was such a motivated communicator (using language, symbols, and texts).

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

Tegan is actively involved in her learning, is keen to take ownership of tasks and to participate fully with her peers. Learning outcomes are enhanced by meaningful process (e.g. practise reading dials). Tegan’s need to know the next step in her learning helps to retain focus and direction (agency).

Tegan’s ability to participate, contribute, and relate to others has increased significantly during the first half of this year as she has had more opportunity to interact with peers in structured learning situations, with less adult support (breadth).

The increased levels of interaction and independence are demonstrated across mathematics topics, with different peers and with a range of expectations about task difficulty (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

Tegan’s learning is in number, level 1 of the mathematics and statistics learning area. It relates to numeracy knowledge stage 4, where a student is able to skip-count, forwards and backwards, in the range 0 to 100 for twos, fives, and tens. This of course in turn aids addition and subtraction skills.

Effective pedagogy

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

These mathematics stories provide useful insights into effective teaching in relation to Tegan’s learning. A supportive learning environment provides opportunities for Tegan to develop positive social relationships with peers. A school culture is fostered where all students are valued, diversity is celebrated, and individual strengths and needs are respected.

By focusing teaching on meeting Tegan’s goals alongside her peers, Tegan is becoming increasingly independent and successful in her classes.

Tegan is encouraged to appraise her own work. She is usually able to find something positive as is demonstrated in her sharing of the mathematics poster. This process encourages reflective thought and supports independent learning.

Tegan's personal laptop is of invaluable support for teaching and learning. As a motivating tool, software supports teaching through the consolidation of skills and concepts. Tegan frequently uses her computer in mathematics, and social opportunities are created when peers join her. The class teacher supports this interaction (e‑learning and pedagogy). Tegan wears headphones when using her computer. If Tegan is stressed, headphones block out noise, reduce confusing sensory input, and allow her to focus on her class work.

The teacher encourages interaction between Tegan and her peers. Being part of a group fosters social interaction and facilitates shared learning.

Reflective questions for the reader

“How do you demonstrate you truly value student voice in the process of planning?”

“How do you encourage positive peer interactions?”

“How do you support the transition from primary to secondary school for the child, the school, and the family?”

“How can you best use e‑learning to support inclusive learning opportunities?”

Useful resources

Smith, A. B., Taylor, N. J., & Gollop, M. M. (2000). Children's voices: research, policy and practice. Auckland, NZ: Longman.