YuMi Deadly Maths

What Is It and How Does It Work?

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

Ensuring high expectations in leadership and high expectations in terms of student attendance, engagement and performance.

Building and maintaining strong community and school partnerships.

Acknowledging and embracing Indigenous

leaderships roles in schools and their

communities.

Acknowledging, embracing and

developing a positive sense of Aboriginal

identity and a positive Torres Strait Islander

identity.

Cycle of school change and leadership

• RAMR Model

Perceived Reality

Creativity & problem solving

Symbolic language & structure

Cultural bias

Critical Reflection

Invented Mathematics

Abstraction

Development of the RAMR teaching framework

Chris Matthews 2010

RAMRCYCLE

Reality

Abstraction

Critical ReflectionCritical Reflection

RAMRCYCLE

Reality

Abstraction

Critical ReflectionCritical Reflection

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).

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.

• 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.

• 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).

Critical ReflectionCritical Reflection

RAMRCYCLE

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.

• 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).

Critical ReflectionCritical Reflection

RealityDecimal match and order: using existing knowledge, money

Decimals -Whole to part for measuring

Abstraction

Decimals-whole to part, measurement

Mathematics

Matching decimals

Decimals-whole and parts (measurement)

Reflection

Measurement- time

Read, write and say large numbers, compare and order

Decimals, whole to part

Changing mindsetsTeacher 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.’

Links

Yumi on You tube Sharing summit 2013: reflections from Principals & teachershttps://www.youtube.com/watch?v=6e0SRwknWQE

• Chris Matthews: Culture and Mathematics http://www.qsa.qld.edu.au/3035.html

Maths Fun with Yumi- Teaching Angleshttps://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

Abstraction -body

Abstraction Body-Hand-mind

Abstraction student model

Abstraction- hand &mind