The journey towards Mathematical Freedom

We recently visited Hamilton and took part in a wonderful course over a day with a British Education author and professor of Mathematics Education, Jo Boaler.

This involved some of the following content:

• Viewing what different ways of looking at maths: Performance Maths where we focus on tests and getting things correct verses what Jo Boaler describes as Mathematical freedom. With mathematical freedom learners are encouraged to be curious, to explore tasks, ask questions, form conjecture and seek connections.
• Awareness of maths anxiety affecting 30-40% of the population.
• Awareness of the fact that our brains are constantly growing and changing, therefore valuing flexible and creative thinking.
• Looking at a limitless approach, where our focus is Brain growth, mindset, struggle, multiplicity, flexibility and depth as well as collaboration.
• When learning these 3 things happen: Connections between pathways, new pathways and strengthened pathways.
• We looked at YouCubed. This is a wonderful place to source many resources and be inspired with different ideas.
• Discussing the significance of mathematical mindsets and recognising that everybody is on a growth journey. A limitless mind, where we focus on learning, leading and living without barriers.

We came back to school shared our new knowledge with our students and made some significant changes. Our aim is to encourage our students to delve deeper into maths problems and embrace positive mindsets. Our Tumu Maths slide provides evidence of some of the ideas we have shared from the course. The responses from students have indicated that they are enjoying this new way of maths. From a teachers perspective we are finding improved engagement and we are asking students  better questions. The students particularly enjoyed creating their own learning pit and suggesting ways to get out of the pit (a challenging situation). This 'learning pit' talk has also been applied to other areas of learning and has assisted students in finding ways to move forward with an increasingly positive attitude towards their learning..

The changes Jo suggested seem significant for our journey towards mathematical freedom. We have made a start, however we are not there yet and there are some restrictions. Our next step is to look at assessment and the value of testing. The feedback we provide our students with should be about 'How' they can improve.