PROBLEM OF PRACTICE 2023
​ARE OUR MATHEMATICS LESSONS WORTHWHILE? 
•Are teachers using effective questions to deepen student thinking and formatively assess? 
​•Are we providing opportunities for students to:
-  question,
- reason,
- communicate and
- share their mathematical understanding?

This Problem of Practice builds on our extended learning using the Worthwhile Lesson Framework.  It  highlights the importance of rich discussions in the mathematics classroom. It aimed at extending our understanding of mathematical reasoning and problem solving including the distinctions between them. 
PROBLEM OF PRACTICE 2024:
​ARE OUR MATHEMATICS LESSONS RIGOROUS?
  • Are questions promoting understanding and reasoning?
  • How is feedback moving the learning forward?
This problem of practice draws together our previous learning about mathematics and about pedagogy. 

To ensure "cognitive priming", participants were requested to revisit the resources found on this website and to identify concepts that capture or challenge thinking about the core idea of rigour in the mathematics classroom. 

 PLAY THE SLIDESHOW TO VIEW The 2023 presentation         VIEW THE 2024 PRESENTATION (RIGOUR)

THE READINGS

2022: MATHEMATICAL DISCUSSIONS: "Orchestrating Productive Maths Discussions", Smith, Hughes, Engle and Stein, Mathematics Teaching in the Middle School, May 2009. Download here
2024: RIGOUR: The pre-reading is a collation of excerpts from Barbara Blackburn's book, "Rigor is not a four-letter word" and some ideas from the National Council of Teachers of Mathematics (US). Download here maths_rigor_reading.pdf
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What's Most Important? What Our Group Thought 2023

WHERE TO NEXT FOR BEROWRA PS 2024? WHAT DO RIGOROUS MATHEMATICS LESSONS ENTAIL?