Calculating Changes in Brief

Constructed from classroom experiences, Calculating Changes helps teachers to engineer their classroom so that 'aha' moments happen more often. As a result, children's number sense is enhanced beyond what is normally expected for their age. Through professional development teachers engage with activities combining hands-on learning, calculators and children's efforts to learn. Web based networking offers interchange between teachers and schools and a growing bank of rich activities. As teachers experience and reflect on these activities, their vision of what students can do is altered. Deeper and richer activities, and more open-ended teaching practices are introduced. As a result, children's number sense is enhanced.

How many plugs has the teacher uncovered today? Can you check your answer another way? Can you do it without touching the plugs? You can use your calculator to help you.

Based on twenty years of classroom research, teachers...

...build an environment which: encourages open access to materials encourages open access to calculators creates time for children to construct their own learning builds on learner's efforts values learning in community encourages mathematical conversation celebrates 'aha' moments applauds mental strategies asks Can I check this another way? challenges current conceptions supports risk-taking

...and use activities which: are colourful & tactile encourage learner ownership involve personal recording in a maths journal offer a partnership between concrete, symbolic and personal recording can be threaded (see below) offer opportunity to repeat and revisit are non-threatening are uplifting (the learner feels better about themselves) encourage mathematical conversation place number sense in problem solving situations

Threading is a teaching technique requiring rich activities which are used 2 or 3 times a week for a few minutes each time over several weeks. The structure of the activity remains constant (and therefore familiar), but the challenge within it is fresh each time. Examples are Ten Friends and Predict A Count. This technique gives children a chance to construct their own learning, eases preparation because teachers do not need to constantly look for 'something new in maths' and offers opportunity to share time with groups to gather assessment information. Our focus is on professional learning and there are several levels at which schools can become part of Calculating Changes.

... Rich tasks ... Familiar structure ... Fresh challenge ... Short, frequent visits It was like a journey that we all approached together because we were all students; it became extremely enjoyable and a very valuable learning experience. The children were keen to do these activities and even the repetition made them feel more secure and none of them complained. Kate Thureau, Poly Plug, Proportion & Percent, Member Activity

So, in summary, Calculating Changes brings together these components to encourage more 'aha' moments for more children:

...	See In Detail for information about preferred materials for the project and research background.
...	See Involvement for details of professional development, site membership and eNews.
...	See Activities for a broad range activities that reflect the 'engineering features' above.
...	See Evaluations for comments from colleagues and data about changes in students performance.

A Sample Pack of materials, calculators and activities is available to assist schools in considering the value of the project.