Mathematics at ENPS
The Rational for Challenge in Mathematics: Why is challenge important?
In 2024 our Annual Implementation Plan continues to prioritise student outcomes in the area of mathematics to further strengthen our teaching and learning practices. As part of our approach to Mathematics, teachers have been using a variety of approaches that assist students to develop problem solving and reasoning proficiencies. Challenging tasks have been one aspect being utilised in classrooms across the school.
Challenging tasks are intended to give students opportunities to inquire into mathematics for themselves. Learning is more robust if students connect ideas together for themselves and determine their own strategies for solving problems, rather than following instructions they have been given. Challenging tasks allow for sustained thinking, decision making and some risk taking by students.
Challenging tasks encourage students to:
- Plan their approach, especially sequencing more than one step
- Process multiples pieces of information while making connections between concepts
- Choose their own strategies, goals and level of accessing the task
- Spend time on the task and record their thinking
As part of the challenge it is the expectation that students:
- Record the steps in their solution
- Explain their strategies
- Justify their thinking to the the teacher and other students
- Listen attentively to each other
Challenge in Year Two
As part of their Additive Thinking Unit, Year Two Students explored the Challenging Task below.
Once students had discussed and shown their thinking they extended themselves. The question below is more open and can have many answers which require systematic thinking to find the solutions.
Students engaged in similar questions over multiple lessons to build their strategies and understanding.
Mathematical ideas are complex and sustained thinking is essential. Students gain satisfaction from the act of overcoming challenge and the satisfaction leads to improved self-concept.