How do mathematical practices in DMIC support learner identities in Maths?
One of the arguments I had when we switched over to DMIC was that mixed ability grouping will allow the able mathematicians in the group to take over the discussion while students who are not confident in Maths will take the observer role. I also questioned how I would be able to cater for the diverse abilities if the students are in a mixed group. Reflecting now, those were the questions of a closed minded person. I was really trying to stay with what I was already used to in grouping my students for maths through ability grouping.
Mixed ability grouping is part of the DMIC practices. My class is split into two mixed ability groups for maths. When I group the students, I consider their mathematical confidence and social dynamics of the class. I like to have a balance of these factors into the grouping of my class.
"Because Pasifika children tend not to talk, their teachers assume they don’t understand and put them in a bottom group. Once there, they become trapped in a self-reinforcing cycle of low expectations", Associate Professor Bobbie Hunter.
I reflect to the start of my teaching career when I grouped my students in ability groups and feel a heavy sense in my heart about how my students in the 'low groups' must have felt knowing they were in the 'low groups'. How being in a low group might have been detrimental to their self confidence as a learner.
Because the students are in mixed ability groups, there is a lot of teaching which goes into ensuring the students work well together and that collaboration is a 'norm'. How I start each year with my maths groups is by setting up group norms for each group. It is very important to set up the group norms at the beginning of the year to build a sense of whakawhanaungatanga in each group. Setting up group norms is also supported in the work by Jo Boaler setting up positive norms in maths class.
On going tweaks are needed to ensure the mixed ability grouping is working in my class. To ensure the students are all leanring together and the confident mathematicians are not taking over the discussions, we have set up norms where there is only one paper and one pencil per group. There can only be one scribe who writes down what is being discussed and anyone can have a turn during the discussion to be the scribe.
Questioning is also another leanring practice we have focussed on during our lessons. We have time and time again discussed the importance of listening of understanding and asking questions when we are unsure. There have been many discussions where we have unpacked the understanding that, when we question, we are deepening the learning discussion and we are not judging or challenging the person who is sharing their ideas.
Through mixed ability grouping, I have noticed how caring students are towards each other. There is a true sense of collaboration and aroha with how the students work together. The confident mathematicians in the class take time to explain their ideas to students who are not confident in maths and take time to ask if they understand the strategies being discussed.
