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INTRODUCTION TO MODULE 5
The word “culture” has many meanings. For example, when Stigler and Hibert say that teaching is a cultural activity, they are claiming that it is an activity that is learned by growing up in a particular culture (Japanese, German, American) and that it is similar to other cultural events such as family dinner: we learn it from experience and habit growing up in a culture rather than by specific training alone. Such macro-cultures are generally associated with countries or regions and are difficult for any individual to change.
In this module we use the term in a more micro- sense. Culture comes from the Latin word cultura meaning cultivation. It refers to attitudes, values, goals and practices that shape what happens in your mathematics lessons. In particular, we are interested in how classroom culture can support working on mathematically challenging tasks and differentiation. Through their actions, or inactions, a teacher has a powerful role to play in shaping classroom culture. Some people might refer to it as the environment or climate in a classroom. Classroom culture “determines matters such as which students’ ideas are valued, how safe students feel about expressing opinions or discussing an idea aloud in the class, what is expected from students, how you respond to students’ mistakes, the extent to which students are expected to justify their answers or claims, and how willing students are to help and learn from one another” (Delaney, 2017, p. 30).
This module is organized into three sections. This first section is common to both primary and post-primary teachers. The next section (p. 17+ is for primary and pre-primary teachers and the third section (p. 50+) is for secondary teachers.
In this module you will encounter the following four cases or practice, each of which takes about two hours to complete. They are:
For convenience the primary cases and the secondary cases are placed together in the second and third sections of the module.
Symbols used throughout the course materials
Course Curriculum
| INTRODUCTION | |||
| CREATING A CLASSROOM CULTURE TO FOSTER MATHEMATICAL CHALLENGE AND DIFFERENTIATION | Unlimited | ||
| CASE OF PRACTICE 1 | |||
| MT5S – CP1 – Planning Practices to Complement Culture-Building for Differentiation and Mathematical Challenge | Unlimited | ||
| MT5S – CP1 – Opening Activity | Unlimited | ||
| MT5S – CP1 – Activity 2 | Unlimited | ||
| MT5S – CP1 – Activity 3 | Unlimited | ||
| MT5S – CP1 – Activity 4 | Unlimited | ||
| MT5S – CP1 – Connections to (my) Practice | Unlimited | ||
| MT5S – CP1 – Closing Activity | Unlimited | ||
| CASE OF PRACTICE 2 | |||
| MT5S – CP2 – Establishing and Maintaining Norms of Action and Interaction to Promote Differentiation and Mathematical Challenge | Unlimited | ||
| MT5S – CP2 – Opening Activity | Unlimited | ||
| MT5S – CP2 – Activity 2 | Unlimited | ||
| MT5S – CP2 – Connections to (my) Practice | Unlimited | ||
| MT5S – CP2 – Activity 3 | Unlimited | ||
| MT5S – CP2 – Connections to (my) Practice | Unlimited | ||
| MT5S – CP2 – Closing Activity | Unlimited | ||
| CASE OF PRACTICE 3 | |||
| MT5S – CP3 – Establishing Structures for Supporting All Students’ Independent and Collaborative Activities in Pursuit of Differentiation and Mathematically Challenging Tasks | Unlimited | ||
| MT5S – CP3 – Opening Activity | Unlimited | ||
| MT5S – CP3 – Activity 2 | Unlimited | ||
| MT5S – CP3 – Activity 3 | Unlimited | ||
| MT5S – CP3 – Connections to (my) Practice | Unlimited | ||
| MT5S – CP3 – Closing Activity | Unlimited | ||
| CASE OF PRACTICE 4 | |||
| MT5S – CP4 – Arranging the Physical Environment (Including Resources) to Support a Classroom Culture of Working on Mathematically Challenging Tasks and Differentiation | Unlimited | ||
| MT5S – CP4 – Opening Activity | Unlimited | ||
| MT5S – CP4 – Activity 2 | Unlimited | ||
| MT5S – CP4 – Activity 3 | Unlimited | ||
| MT5S – CP4 – Connections to (my) Practice | Unlimited | ||
| MT5S – CP4 – Closing Activity | Unlimited | ||
| EXTRA MATERIALS | |||
| EVIDENCE OF SUCCESS | Unlimited | ||
| BRINGING IT ALL TOGETHER | Unlimited | ||
| SUPPLEMENTARY MATERIAL | Unlimited | ||
| APPENDIX | |||
| Comparing Class and Grade Levels across Countries | Unlimited | ||
| ASSESMENT QUESTIONS | |||
| Final Assignment Questions – Module 5 | Unlimited | ||
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