MPI 1 - Math is Core

 Mathematics Practice Intensive 2026

Today I find myself in a really bizarre headspace. I'm currently awaiting a surgery date for another crainiotomy... I'm assured this one will be a much easier recovery than the last, but it is still brain surgery!

Given I'm meant to have my operation "in February"... and it's now the 12th... I wasn't sure that I woud even get to begin today. Here I am, and I now find myself in a cross between a mouse wheel and a super absorbent sponge. I want to soak up as much as I can and get it up and running in my classroom practice before going on leave. Hopefully the sponge holds out and keeps absorbing for the whole day!

Traditionally, in New Zealand, we have performed really well in the PISA study. The 2022 results are quite alarming for the future of our learners.

UK and US studies have shown that Mathematical skills are a large predictor of Greater Future Earning Potential. Race and ethnicity were not a factor.

A combination of what has always been important... Effective teaching practices, combined with the ability to leverage learning with digital affordances.

Teachers who have participated in MPI have seen movement towards the North-East quadrant.

The refreshed curriculum reflected what was already within the Manaiakalani Pillars of Practice.

Pedagogical Content Knowledge is absolutely key.

My thoughts:

In our recent MoE Maths PD Day 3, we spent alot of time looking at The Processes from the curriculum.

Making connections is key. (Ground Rules for Talk)

Research shows that we learn best through making mistakes. Our brain grows when it is learning new things and going through the Learning Pit. It's not about speed. It can actually be better to be slow and think deeper about the patterns, space and connections that can be seen.

My own brain is proof of how the brain can recover and rebuild. By creating the right situations to work within, we can develop our ability to grow conceptual understandings and strategies.

Ka Hikitia & Tapasa

All those approaches and strategies I learned from ELiM all those years ago are very relevant to accelerating learning now.

New Zealand Curriculum Overview

I love the emphasis on implementing across the
curriculum learning.

All curriculum learning areas follow this structure, with the emphasis on knowledge and practise.

Learning Intentions are developed from these, building on their own prior knowledge.

We need to really aware that the curriculum is at the forefront, with the resources supplementing the learning. Be aware of the gaps that the resources may have.

Differentiation is really important.

How to Grow ‘Good Mathematicians’.

It's really great to see that the NZ Curriculum delivery design aligns with what we know is successful within the Manaiakalani Pedagogy and I've seen in practise, particularly when honing in throughout and after the RPI.

Fundamental to any learning is the relationship with the learner. The first pillar encompasses all of that, not just the person, but what makes them tick as a learner.

I'm really excited to undertake the Math Survey with my math class to see where their thoughts are at with this right now.

This is the aspect I really need to develop. As I step back into the classroom full-time, with the new curriculum, I want to ensure that the element of the classroom being the third teacher is key. How can I make it really work hard for my learners?

This is where Ground Rules For Talk comes into play. I've noticed that my current Math class aren't very familiar with the process and fundamentals. I intend to really encourage this as we progress through the year. I want to make it an authentic part of the way we operate.

Rich Create tasks are an area that our school needs to develop. We need to find ways to harness digital tools for learning. I have noticed that there is a real lack of opportunities for manipulating concrete materials in favour of paper resources. This is also going to drive engagement, too. The digital tools can be the vehicle for capturing what is happening (photos)

Setting an expectation of Math Blogposts could start ticking that "share" area that is currently a gaping hole. By being creative with finding ways and opportunities to share, it can only enhance this aspect. 

I might be being a tad critical... but I like that I've clearly identified some areas to develop.

Introducing the importance of Discussion within a Maths Problem. 

It's not just a warm up! It needs to flow throughout the entire programme.

It's not just talking... It's reflection, questioning, making observations... 

I have thoroughly enjoyed using Ground Rules for talk with previous years' classes, particularly in reading. I get them to reflect on each aspect at the end of each session, by using their hands to show 1, 2 or 3. This enables us to set an area to develop for the next session.

Examples like these are really popular with the kids. It gives every child an opportunity to contribute an idea successfully, the children that don't usually see themselves as mathematical learners will often see something from a perspective that others don't.

I want to have a hard copy of this for when other teachers are in my class to use. This could also be used by a student to drive the discussion for the day.

Banish the hand up... focus on hand signals (Talk moves) so others have more time to think.

I see the benefit of having a provocation on the board at the beginning of the day... I wonder whether this could be used as students are coming into math as well...?

Mathematics Across the Curriculum

Finding opportunities to model for our learners that utilise Math in everyday lives and unexpected contexts - Windows and mirrors.

What natural connections can we make?

What opportunities are there for making connections throughout our other learning areas, units and learning experiences?

Pulling it all Together

I firmly believe that by ensuring that we are incorporating our Learn Create Share pedagogy, it will ensure our learning experiences are richer, more authentic and more engaging.

This is what is missing from my math program! I have been looking for ways to pull everything together in my wider math program. I've been battling to throw it around in my head, with how exactly it will look in the context of the new curriculum.

So what next?

• I need to build in a specific share time at the end of each session.
• Focus on hand signals to encourage more thinking. (Talk moves).
• Have a hard copy of the Image Talk Guiding Questions for both other teachers and the learners to utilise to enhance discussions.
• I am looking forward to creating taskboards for my math class to manage what the learners are doing. It's been tricky moving to a whole class teaching model with clear definitive contrasting levels of capability.