This document outlines the stages of the Spiral of Inquiry process that a teacher went through to address low math achievement in their class. It began with developing a hunch about students' poor number sense and math confidence. The teacher checked assumptions through testing and observations, and learned from research about assessment practices and math teaching strategies. They focused on building number knowledge, fractions concepts, and a growth mindset. Monitoring showed improved attitudes and some knowledge gains, but one student may need dyscalculia support. The teacher plans to use more explicit success criteria and differentiated planning to further support students.

1.
Timperley
H.,
Kaser
L.
and
Halbert
J.
A
framework
for
transforming
learning
in
schools:
Innovation
and
the
Spiral
of
Inquiry.
Centre
for
Strategic
Education
April
2014
Spiral
of
Inquiry
template.docx
Developing a hunch about the focus: What’s
leading to the situation?
Poor number sense, especially in place value concepts
– just don’t “get” how numbers work
Low self confidence around maths – significant maths
fear
How can we check our assumptions?
Further diagnostic testing
Observation during group sessions, especially when
working in strategy groups – what are these students
missing that is preventing them from utilising strategies
accurately?
Anecdotal evidence and discussions
New Learning: What research or theory is
informing our learning?
Assessment for Learning Principles – using assessment evidence to
inform teaching, students using assessment evidence to identify next
learning steps in independent knowledge learning – locus of control
(when not working with teacher) is with the students.
Clarity in the Classroom – Chapter 4: Being clear on what is being
learnt.
Notes on SC from PD at SPS at this year with Julia Scott.
Eako PD pathways for teachers – Best Practice in Maths teaching.
NZ maths website – PD sections for teachers.
SPELD coursework on maths and dyscalculia.
Focussing: Whats going to give you the biggest impact?
Students:
Filling number knowledge gaps (with a focus on understanding
concepts) – place value, fractions, basic facts
Work with target group first each maths lesson to build
confidence
Growth mindset around maths – Can do/Can have a try attitude
rather than Can’t do
Teacher:
Consolidate knowledge of maths knowledge and understandings
required at each stage so students are solid across a stage with the
required maths knowledge (rather than pushing on in an area e.g.
number sequence and not addressing a gap in fractions (as an
example)
Clear success criteria – Remember to:
Using digital tools in transformative ways (target students all BYOD)
Scanning: What’s going on for our
learners?
Analysed data and identified gaps in
knowledge and use of strategies.
Student voice – google form surveys, PAC
conversations, informal conversations when
working together as a group.
Keen to carry out knowledge checks to see the
progress they have made.
Some target students have started asking if
they can join extra maths strategy groups to
consolidate their understandings.
Checking
Have we made enough difference?
Conversations with students show a shift
towards a more positive attitude to maths.
CV and MB appear to be more confident
across all areas in maths, but particularly
in fractions.
3/4 students have moved at least 1 stage
in maths knowledge.
GW shows signs of dyscalculia and I
would like to investigate this further.
Taking Action: What will you do differently?
Use more explicit success criteria to ensure clarity for
learners.
Explicit differentiated weekly maths planning.
Identifying students needs based on evidence and
conversations e.g. working on understanding fractions to
break down their “fractions fear”.
I am deepening my understanding of maths content through
professional reading – Numeracy Project books (sections in
front about development of concepts very interesting) - and
maths SLD through my SPELD study.
How can I accelerate
maths achievement in
my class?