NRL Maths Project

An innovation we use in our Maths programme is our NRL Maths Project. This provides an ongoing real-world context to learn and reinforce key maths skills. A group/class competition to find the student who predicts the most correct results during the season has provided a fun environment for the students, who are engaged in Maths problem solving and use mathematical language without realising they're doing so. 

Over the course of the twenty-six round NRL competition, number knowledge, problem solving strategies, decimal, fraction and percentage knowledge are learned and reinforced.

Students initially source the numerical data for each team from the NRL website. As the season progresses they use number knowledge and strategies to work out these totals for themselves. They're encouraged to reflect on their predictions, improving understanding of Mathematical concepts and next steps in their learning.

They share this learning on their personal student blogs as a record of their progress.

I've found that this resource has provided our class with a fun, yet practical and constructive method of both learning, and reinforcing Math's knowledge. 

Another positive spin-off, reported back during Whanau Conferences, is that students are sharing their learning with their families, as a lot of them have an interest in the NRL competition. Receiving feedback from parents such as, "She's always giving her opinions about who should win games because of points for and against or win-loss records." helps to also provide whanau engagement in their child's learning.
 

Talk Moves

"Work with one maths group per day." They said. "Organise your class into larger instructional groups across different levels." They said. "Dissect, discuss, analyse and share strategies amongst the group for one problem an hour." They said. "Sounds ridiculous. " I said. "How will this affect testing results?" I asked. "Can't see it working. Don't want to do it." I said. 

Well, I'm sold.

Our recent 'talk moves' PLD in maths (also known as Bobbie Maths) encourages the students to use strategies they are comfortable with, on paper to solve problems. Then they are encouraged to share their problem solving thinking, with other students being asked to listen, repeat, rephrase and identify common threads and links between each students strategic thinking actually improves the students' confidence to share their ideas.

Another major shift away from tradition strategy instructional thinking is 'think time'. After discussing the problem so the students are all clear in what they have to achieve, the students are given up to 5 minutes to think about how they can solve the problem, and to trial a range of strategies they know in order to solve it. THIS is difficult because it no longer requires the teacher to deliver the specific strategy of correct the students with implicit direction. Instead, the teacher now has the time to analyse what each child is doing and how they are thinking. This provides a framework in the teacher's mind for the group sharing which is to follow.

My students and I are enjoying this style of teaching and learning. Students are more engaged in their learning and are developing confidence in asking each other questions, removing the 'fear of being wrong or looking stupid' when asking the teacher.

It's still a work in progress. Watch this space...