YuMi Deadly Maths is an educational program developed over 20 years for indigenous and low SES schools. It is based on the RAMR (Reality-Abstraction-Critical Reflection) teaching framework which uses a constructivist pedagogy cycle. The RAMR model begins with introducing mathematical ideas through local cultural knowledge and hands-on activities. It then develops representations of the ideas through physical, pictorial, and symbolic means to build student understanding. Students reflect on the ideas by applying them back to real-world problems and discussing their validity. The program has been shown to improve teacher and student attitudes towards math by emphasizing active and culturally relevant learning.
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
Sydney Opera House is a state, national and World Heritage-listed item described by UNESCO as ‘a masterpiece of human creative genius’. What is lesser known is that in designing the Opera House, Jorn Utzon was inspired by nature. Building on this legacy, the Opera House has an Environmental Sustainability Plan that aims improve resource efficiency, protect the environment and engage and inspire others about sustainability.
The purpose of the session is to give real life case studies of mathematics applied to sustainability and the design of the Opera House that teachers could use to help inspire the next generation of young people to learn mathematics and science.
Presented by Naomi Martin, Manager, Environmental Sustainability Sydney Opera House.
This Connect with Maths Early Years Learning in Mathematics community webinar discusses the importance of talk as part of a quality mathematical learning environment for young children. Denise makes links to the Early Years Learning Framework and the Australian Curriculum and share some ideas for facilitating mathematical talk with young children.
More Related Content
Similar to Yumi Deadly Maths what it is and how it works
An elementary session, continuing the conversation with school teams of admin, support and classroom teachers, of school plans for inclusion, a focus on collaboration, frameworks for learning, and moving toward co-teaching,
Sydney Opera House is a state, national and World Heritage-listed item described by UNESCO as ‘a masterpiece of human creative genius’. What is lesser known is that in designing the Opera House, Jorn Utzon was inspired by nature. Building on this legacy, the Opera House has an Environmental Sustainability Plan that aims improve resource efficiency, protect the environment and engage and inspire others about sustainability.
The purpose of the session is to give real life case studies of mathematics applied to sustainability and the design of the Opera House that teachers could use to help inspire the next generation of young people to learn mathematics and science.
Presented by Naomi Martin, Manager, Environmental Sustainability Sydney Opera House.
This Connect with Maths Early Years Learning in Mathematics community webinar discusses the importance of talk as part of a quality mathematical learning environment for young children. Denise makes links to the Early Years Learning Framework and the Australian Curriculum and share some ideas for facilitating mathematical talk with young children.
Pulsars in the Classroom: Presenter Stephen Broderick
"Let's do real world mathematics" The "Pulsar" project is designed to engage students in scientific projects that will give them a positive attitude towards science and mathematics, and appreciation of how maths is applied in the real world.
PULSE@Parkes allows students to directly control Parkes radio telescope over the Internet and use it to do real science. It is the only program of its kind in the world.
Creating Mathematical Opportunities in the Early Years
Presenter, Dr Tracey Muir, for Connect with Maths Early Years Learning in Mathematics community
As teachers, we are constantly looking for ways in which we can provide students with mathematical opportunities to engage in purposeful and authentic learning experiences. On a daily basis we need to select teaching content and approaches that will stimulate our children through creating contexts that are meaningful and appropriate. This requires a level of knowledge that extends beyond content, to pedagogy and learning styles. As early childhood educators, we can also benefit from an understanding of how the foundational ideas in mathematics form the basis for key mathematical concepts that are developed throughout a child’s school.
In this webinar, Tracey will be discussing the incorporation of mathematical opportunities into our early childhood practices and considering the influence of different forms of teacher knowledge on enacting these opportunities.
Make it Count: Maths and Indigenous Learners presented by Caty Morris
Make It Count is for educators working with Aboriginal and Torres Strait Islander learners in mathematics education. It is a teaching and learning resource, and a professional learning tool. Make It Count is about a way of thinking – and a way of doing. http://mic.aamt.edu.au
Connect with Maths supporting the teaching of mathematics online
Using Real Life Contexts in Mathematics Teaching is a conference presentation by Peter Galbraith for the Queensland Association of Mathematics Teachers in June 2013. It has now been generously shared with the Connect with Maths ~ Maths in Action~Applications and Modelling community as a resource.
Presentation for Parents as Educators ~ Mathematics in the Home is presented by Jennifer Bowden (Maths Education Consultant) Megan Gibbs (K4 year Kinder Teacher) and Bree Collins (Prep/Foundation Classroom Teacher) discuss and share ideas about the way parents can become more effective “educators” as they engage in mathematics through play, conversation and creativity.
This presentation, YuMi Deadly Maths, by Dr Grace Sarra and Robyn Anderson for the Connect with Maths Make it count with Indigenous Learners community is part of a webinar series.
AAMT~ supporting and promoting the teaching of mathematics
Connect with Maths Early Years Learning in Mathematics: Pattern, Number and Geometry presentation helps students to build knowledge and make connections between number and pattern in the early years
Connect with Maths Webinar presented by Professor Peter Sullivan: Six Principles of Effective Mathematics Teaching
There are many recommendations on how to teach mathematics but fewer about the teaching of mathematics’ classes with Indigenous students. This webinar will examine how six principles for effective mathematics teaching were adapted to advice for teachers of schools with high numbers of Indigenous students.
Connect with Maths: Early Learning in Mathematics webinar March 2014
Nicola Yelland, Research Professor at Victoria University in Melbourne, looks at the ways in which young children use new technologies. Nicola explains how we can help young children make sense of their experiences in multimodal formats.
Connect with Maths Early Years Learning in Mathematics Webinar series - Mathematical Thinking in the Early Years ( Part 2) Supporting children as mindful mathematicians presented by Louise Hodgson.
This presentation is focused on key mathematical processes - problem solving, reasoning and proof, communication and connections and habits of mind such as curiosity, imagination and persistence which together are as important as mathematical content in a high quality early childhood mathematics program. Practical strategies will be discussed to support young children to develop reasoning which is central to learning about mathematics.
Presentation used for professional learning workshop for Education Assistants and Aboriginal and Islander Education Officer run by Tracey Armstrong and Sharon Lee from the Make It Count Swan Cluster.
Presentation used for professional learning workshop for Education Assistants and Aboriginal and Islander Education Officer run by Tracey Armstrong and Sharon Lee from the Make It Count Swan Cluster.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. YuMi Deadly Maths
• Grew out of over 20 years work in low SES and
Indigenous schools
• Related to whole school change and takes
account of culture
• Based on big ideas, connections, sequences &
pre-empting
• Based on active constructivist pedagogy cycle:
reality mathematics (RAMR)
• Empowers teachers and students
2
3. Ensuring high
expectations in
leadership and high
expectations in terms of
student attendance,
engagement and
performance.
Building and maintaining
strong community and
school partnerships.
Cycle of school change and leadership
Acknowledging,
embracing and
developing a positive
sense of Aboriginal
identity and a positive
Torres Strait Islander
identity.
Acknowledging and
embracing Indigenous
leaderships roles in
schools and their
communities.
6. Development of the RAMR teaching framework
Perceived
Reality
Creativity & problem
solving
Symbolic language &
structure
Cultural bias
Critical Reflection
Invented
Mathematics
Abstraction
Chris Matthews 2010
9. Reality
• Identify local cultural and
environmental knowledge that can
be used to introduce the idea.
• Ensure existing knowledge
prerequisite to the idea is known.
• Construct kinaesthetic activities
that introduce the idea (and are
relevant in terms of local
experience).
10. Abstraction
• Develop a sequence of representational
activities (physical to virtual to pictorial
materials to language to symbols) that
develop meaning for the mathematical
idea.
• Develop two-way connections
between reality, representational
activities, and mental models through
body hand mind activities.
• Allow opportunities to create own
representations, including language
and symbols.
11. • Enable students to appropriate and
understand the formal language
and symbols for the mathematical
idea.
• Facilitate students’ practice to
become familiar with all aspects of
the idea.
• Construct activities to connect the
idea to other mathematical ideas.
12. Critical Reflection
• Set problems that apply the
idea back to reality.
• Lead discussion of idea in terms
of reality to enable students to
validate and justify their own
knowledge.
• Organise activities so that students
can extend the idea (use reflective
strategies – being flexible,
generalising, reversing, and
changing parameters).
13. RAMR
CYCLE
Reality
Abstraction
• Identify local cultural and
environmental knowledge that can be
used to introduce the idea.
• Ensure existing knowledge
prerequisite to the idea is known.
• Construct kinaesthetic activities
that introduce the idea (and are
relevant in terms of local
experience).
• Develop a sequence of representational
activities (physical to virtual to pictorial
materials to language to symbols) that
develop meaning for the mathematical
idea.
• Develop two-way connections
between reality, representational
activities, and mental models through
body hand mind activities.
• Allow opportunities to create own
representations, including language and
symbols.
• Enable students to appropriate
and understand the formal
language and symbols for the
mathematical idea.
• Facilitate students’ practice to
become familiar with all aspects of
the idea.
• Construct activities to connect the
idea to other mathematical ideas.
Critical Reflection
• Set problems that apply the idea
back to reality.
• Lead discussion of idea in terms
of reality to enable students to
validate and justify their own
knowledge.
• Organise activities so that students
can extend the idea (use reflective
strategies – being flexible,
generalising, reversing, and changing
parameters).
14. Reality
Decimal match and
order: using existing
knowledge, money
Decimals -Whole to part for
measuring
18. Changing mindsets
Teacher 1
Beliefs
Teacher 2
‘One of the most powerful influences that Yumi has given my class and I, is that
now when I say we are about to do maths, the children are excited. They know
it’s not just pen and paper, that they will be manipulating objects, exploring and
involved in some hand and body activity. My attitude to teaching maths has also
changed and I relish the new ways I can explore it with the children. This by far,
has made the whole experience particularly valuable for my classroom, practices
and pedagogy.’
19. Links
Yumi on You tube Sharing summit 2013: reflections from Principals & teachers
https://www.youtube.com/watch?v=6e0SRwknWQE
• Chris Matthews: Culture and Mathematics
http://www.qsa.qld.edu.au/3035.html
Maths Fun with Yumi- Teaching Angles
https://www.youtube.com/watch?v=twbDN_8B2a8
Yumi pedagogy Professor Tom Cooper explaining the RAMR
https://www.youtube.com/watch?v=9FAntCEMyjQ
Article Dr Bronwyn Ewing
http://www.minnisjournals.com.au/educationtoday/article/YuMi-Deadly-Maths-Program--690
Yumi Deadly Maths Professional Learning
http://www.teachlearnshare.gov.au/File/7ebe8916-bb8d-49c4-8cdb-a27b00c89f1e