Creating a supportive learning environment

In a supportive learning environment the teacher is:

• listening to all student responses
• valuing student contributions (BES p. 56)
• accepting all student responses as part of the learning process
• being aware of literacy implications of mathematical and statistical tasks
• sharing of numeracy data with teachers in other departments
• including parents, caregivers and whānau in what is happening in mathematics and statistics classrooms
• expecting all students to be able to do mathematics and statistics with understanding
• respecting and valuing the mathematics and cultures that students bring to the class room (Effective Pedagogy in Mathematics p. 7).

Specific activities

• Use of actual class data from the CensusAtSchool website to learn about the statistical enquiry cycle.
• Activity: Culturally locating our students in the class
• Activity: Cell phone pricing plans
• Activity: Chocolate statistical literacy
• Activity: Big Bang Theory – Exact values
• Activity: Big Bang Theory – Fractals and complex numbers
• Activity: Big Bang Theory – The sweet spot and conics
• Activity: 28 Days later – Zombies
• Activity: How many babies
• Activity: Tell me how risky

Further information

• Anthony, G., & Walshaw, M. (2009). An ethic of care. Effective pedagogy in mathematics (pp. 7-8). (PDF 320KB). Belley: Gonnet Imprimeur.
• Anthony, G., & Walshaw, M. (2007). Effective pedagogy in pāngarau/mathematics: Best evidence synthesis iteration (BES). Wellington: Ministry of Education.

Last updated January 22, 2024

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