Teaching Inquiry 2025

Inquiry Focus Question

This year my inquiry focus question is: How can I efficiently and effectively help my students learn the multiplication basic facts?

This inquiry has arisen from yet again having a class of Year 7 & 8 students who struggle with their times tables. Only 27 out of 29 students can recall the 1-12 times tables effectively. This gap in knowledge is a significant barrier to their mathematical progress. Multiplication is a foundational skill that underpins division, fractions, algebra, and problem-solving. Without instant recall and a deep understanding of multiplication, students find it difficult to engage with more complex mathematical concepts, leading to frustration and disengagement.

Mastery of multiplication facts is not just about rote memorisation; it provides students with the confidence and efficiency needed to tackle higher-level math. Research indicates that fluency in basic facts reduces cognitive load, allowing students to focus on problem-solving rather than simple calculations. A lack of automaticity in multiplication can slow students down and impact their overall mathematical achievement.

Initial Observations and Challenges

• Inconsistent Recall: While some students can recall multiplication facts effortlessly, others rely on inefficient strategies such as skip counting or using their fingers, which slows them down.
• Low Engagement: Traditional methods like timed tests and rote memorisation worksheets often fail to engage students, leading to boredom and resistance.
• Confidence Issues: Students who struggle with multiplication facts often develop math anxiety, leading to avoidance behaviours in math lessons.
• Lack of Transfer: Even when students demonstrate knowledge of times tables in isolation, they struggle to apply them in problem-solving or fraction work.

Potential Strategies to Explore

To address these challenges, I plan to trial a range of strategies and interventions to help students develop both fluency and conceptual understanding.

1. Developing Number Sense
Building a strong number sense is crucial for students to understand multiplication conceptually, rather than just memorising facts. Activities that encourage flexible thinking, such as,  exploring different strategies to solve a problem, using arrays and area models, or discussing patterns in multiplication can help students make deeper connections. Encouraging children to explain their reasoning and explore multiple approaches will strengthen their overall mathematical thinking.

2. Maths Games and Digital Tools

Utilising technology and games can make learning multiplication facts more engaging. Platforms such as Maths fact Lab,  Amplify Fluency, or Kahoot offer competitive and fun ways for students to practice in a low-pressure environment. Moreover, using math games such as Spiral and How Close to 100 will be a fun and engaging way children can develop their multiplication knowledge.

3. Daily Fluency Routines

Implementing short, daily fluency activities such as number talks, quick recall drills, and partner challenges can help reinforce multiplication facts. These will be brief (5-10 minutes) but consistent to hopefully build automaticity over time.

4. Peer Teaching and Collaboration

Encouraging students who have strong multiplication skills to support their peers can be a powerful tool. This could be through paired practice and games.

4. Real-World Applications

To help students see the relevance of multiplication, I will incorporate problem-solving tasks related to real-life scenarios, such as budgeting, cooking, and sports statistics. Applying multiplication in meaningful contexts can increase motivation and understanding.

Measuring Success

To assess the effectiveness of these interventions, I will track student progress through:

• Pre- and Post-Assessments: Measuring improvements in recall speed and accuracy.
• Student Reflections and Surveys: Gathering student feedback on their confidence and engagement.
• Observation and Anecdotal Notes: Monitoring how students apply multiplication in various math contexts.

Looking Ahead

This inquiry is an evolving process. As I trial different strategies, I will reflect on what works best and adjust my approach accordingly. My goal is to create a learning environment where all students feel confident in their multiplication skills and can use them as a strong foundation for further mathematical success.

If you have any insights, resources, or strategies that have worked in your classroom, I’d love to hear them!

Manaiakalani Maths Intensive Day 9 - Create and Share

Today marked the final day of the Manaiakalani Maths Intensive, with a focus on two key ideas: Creating and Sharing. 

Creating in Maths

I’ve always found creating in maths more challenging to implement than in literacy. This is due to a number of reason however the main one is getting too focussed on the learning aspect of maths. There is a myriad of new concepts to learn which often takes priority, leaving little room for create tasks.

However, today reminded me how valuable create tasks can be in deepening students' understanding and engagement with maths. The act of creating allows students to connect their learning in meaningful ways, whether through visual models, digital presentations, or collaborative projects. It’s not just an “extra” but a powerful way to consolidate their learning.

The key, I’ve realised, lies in planning ahead. It’s about being intentional in setting aside time for these creative tasks, ensuring they are not rushed or overshadowed by the pressure to move on to the next topic.

Tools for Creativity

Over the nine sessions, Dorothy Burt has introduced an incredible range of tools that open up possibilities for creativity in maths. From dynamic apps to interactive platforms, these tools encourage students to not only engage with concepts but to share their understanding in innovative ways.

Looking Ahead

One of my goals during the upcoming break is to dive deeper into these tools, exploring their potential and planning how to incorporate them into my teaching in 2025. I want to build a toolkit that balances foundational skills with opportunities for students to think creatively and express their ideas.

Manaiakalani Maths Intensive Day 8 - Statistics and Probability

Today's MPI session was all about Statistics and Probability. Below are my thoughts/takeaways.

Data Talks

One takeaway was the idea of data talks. Data talks are all about presenting students with a graph, chart, or dataset, then letting them take the lead in analysing what they see. The aim is to prompt students to make their own observations, ask questions, and spark a discussion based on their interpretations of the data.

I love that this approach turns math into a more interactive and student-driven experience. Instead of me explaining what’s going on, I get to see students actively involved, pointing out trends, forming hypotheses, and discussing ideas with their peers. Data talks can be adapted to so many different topics too. I can picture using them in lessons covering everything from sports statistics to environmental data, or even something fun like snack preferences in the class.

Investigative Questions

I was also interested in hearing about the different types of investigative questions and how they align with the various NZC maths phases:

Summary Questions – These focus on a single dataset to highlight the main features. Example: “What’s the average number of books read by our class this year?” They help students grasp the general behaviour of a group.

Comparison Questions – These involve comparing multiple datasets. For instance, “Do boys and girls in our class spend the same time on homework?” They encourage students to think critically about similarities and differences.

Time-Series Questions – These track changes over time, such as “How have temperatures changed monthly this year?” They help students identify trends and make predictions.

Relationship Questions – These explore links between variables. Example: “Is there a relationship between study time and test scores?” They prompt students to consider cause, effect, and correlation.

I had never had this shown to me before. Knowing this will help me guide my future lessons and discussion around data with my students. 

This has given me some great things to think about and I look forward to sharing them with my team.

Manaiakalani Maths practise Intensive - Day 7 - Geometry

Today's session was all about geometry.

One thing that really stood out to me is how vocabulary-intensive geometry is. It involves a lot of subject-specific terms like vertices, supplementary angles, complementary angles, vertical, parallel, adjacent, tessellation, transformation, and more. Each term is not just a label but a concept that students need to internalise and apply correctly. This poses a significant challenge for students, especially when they encounter so many new words in such a short period. I’m left wondering how to help them grasp all of these terms effectively and, more importantly, retain them beyond the current unit. I believe this requires regularly incorporating this vocabulary throughout the entire school year, not just during the geometry unit. By normalising the use of these terms in the classroom—whether we're discussing shapes, angles, or even patterns in other contexts—I suspect they will become a natural part of my students' vocabulary. The goal is to get to a point where these words aren’t intimidating or foreign, but rather part of their everyday language when discussing mathematical concepts.

Another thing that really stood out to me was the number of incredible digital tools available to make teaching geometry easier and more engaging. One tool I’m especially excited to try with my students is Amplify Polypad. It’s packed with interactive features like virtual manipulatives, grids, and geometry tools that help students not only visualise but also experiment with different concepts. This kind of hands-on exploration can be so beneficial, especially in a subject as visual as geometry. For instance, students can manipulate shapes, explore transformations, or work with tessellations directly on their screens, making abstract ideas more tangible. I think using something like Polypad will transform the way students engage with geometry, turning it into something dynamic and interactive, rather than just working through problems on paper. I’m hopeful that tools like this will help demystify some of the more complex concepts and lead to deeper understanding and excitement about geometry.

I hoping by incorporating these tools along with a focus on language will help make geometry more accessible and enjoyable for  my students. 

Manaiakalani Maths practise Intensive - Day 6

Today's session was abut multiplicative thinking, fractions and decimals and measurement.

I was particularly interested in using visual representatives and materials to teach multiplying fractions. Historically, I have taught a rule for solving fraction multiplication such as 1/2 x 1/3 however, as was pointed out to us, only teaching the rule does not enable the kids to develop a conceptual understanding of what actually happens to the fraction when multiplying them. Much like teaching algorithms for whole number multiplication, children could complete the steps but didn't understand why it worked. In the coming weeks I'll be endeavouring to use materials and visual representatives to teach the multiplication of fractions in the hopes my children will develop their conceptual understanding of it. 

I am also interested in using Polypad  Blockout game as a digital tool to help my children develop their understanding of arrays and multiplication skills. It was great to see something that was easy to use and didn't require a login. I'm sure my kids will really enjoy this game.

Manaiakalani Maths practise Intensive - Day 5

Today focus on the MPI was Algebra.

Vocabulary

I was reminded of the vast amount of vocabulary students need to comprehend in order to understand algebraic thinking and reasoning. 

This has got me wondering how I can go about ensuring my students are being exposed to this vocabulary regularly. A good example of this is number properties as listed below. While my students have experienced these properties they would not be familiar with the names of the properties. I will be endeavouring to teach vocabulary more explicitly with my students. 

Equations, Patterns and Relationships

I was also reminded about giving my students multiple opportunities in a variety of contexcts to recognise and analyse patterns and relationships. Progressing from recognising and predicting patterns to generalising and identifying rules. I got some interesting new ideas to try with my students that I suspect both them and I will find engaging.

 

Manaiakalani Maths practise Intensive - Day 4

Today we spent the day exploring number - Place Value, Fractions, Decimals, Percentages and Integers. Below are some of my takeaways. 

Materials/Manipulatives

I was reminded again how important it is to use materials to introduce new maths concepts, to further student's understanding and to correct misconceptions. In the coming weeks I'm looking forward to using deci-pipes and deci-mats to teach decimals. 

Vocabulary

I was also reminded how important maths vocabulary is in students mathematical understanding. I have come away thinking about how I can be more intentional and explicit about tending to this vocabulary. I have been guilty of focussing so much on teaching a new mathematical concept that I can brush over the vocabulary instead of taking the time to tend to it. 

Choral Counting

Choral counting is an activity in which the teacher leads children in counting aloud together by a given number. Today was the first time I was introduced to it. I can see how beneficial it could be for developing student's number sense and computational skills. I'm interested in using it particularly with decimals numbers for my year 7/8 students.