Mathematics
➗ Mathematics at Te Paina School (Years 0–8)
Growing Problem Solvers, Thinkers, and Collaborators
Our Vision for Mathematics
At Te Paina School, we believe all children can succeed in mathematics. Our Mathematics programme builds confident problem solvers, encourages collaborative thinking, and develops a deep understanding of mathematical ideas.
We use the Developing Mathematical Inquiry Communities (DMIC) approach to teach mathematics in a way that is culturally responsive, inclusive, and deeply connected to the real world.
What Is DMIC?
DMIC – Developing Mathematical Inquiry Communities is an evidence-based approach developed in Aotearoa New Zealand by Professor Roberta Hunter and others. It is built on the belief that:
- All ākonga are capable of powerful mathematical thinking
- Learning happens best through collaboration and rich discussion
- Culture and identity matter in maths learning
- Maths problems should be realistic, challenging, and relevant
How We Teach Maths at Te Paina School
1. Problem-Based Learning
We teach mathematics through complex, open-ended problems that encourage students to:
- Think deeply and creatively
- Share and justify their thinking
- Work with others to find multiple strategies and solutions
- Connect maths to real-life situations and cultural contexts
Problems often include local stories, whānau settings, and real-world tasks to ensure learning is meaningful and grounded in students' experiences.
2. Collaborative Group Work
In DMIC classrooms:
- Students work in mixed-ability groups so all can contribute and learn from each other
- Teachers focus on strengthening mathematical talk—students explain, question, agree, or disagree with ideas
- Everyone is expected to participate and take responsibility for group learning
- Teachers observe and ask questions rather than just provide answers
This approach supports mana-enhancing classrooms where all voices are valued.
3. Mathematical Talk and Thinking
We explicitly teach students how to:
- Use mathematical language accurately
- Listen actively and build on others’ ideas
- Explain their reasoning using diagrams, materials, and words
- Reflect on their own and others’ strategies
These skills are essential for developing deep understanding—not just getting the right answer.
4. Balanced and Responsive Programme
We ensure a balanced maths programme that covers all strands of the New Zealand Curriculum:
- Number and Algebra
- Geometry and Measurement
- Statistics
While DMIC provides the core approach, we also include:
- Targeted workshops to build number knowledge (e.g., place value, basic facts)
- Use of materials like counters, number lines, and place value blocks
- Digital tools for practising and applying maths in fun, engaging ways
Assessment and progress tracking guide what we teach and how we adapt to meet students' needs.
Mathematics Across Year Levels
Years 0–2: Foundations of Number
- Focus on counting, grouping, and understanding number relationships
- Introduction to shapes, patterns, and measurement through hands-on experiences
- Developing confidence through play-based and real-life contexts
- Early exposure to mathematical discussion and reasoning
Years 3–4: Building Fluency and Reasoning
- Developing place value understanding and number strategies
- Exploring fractions, multiplication, and division
- Measurement in meaningful contexts (e.g., time, length, money)
- Starting to solve problems in groups using DMIC routines
Years 5–6: Exploring Complexity
- Using a wider range of strategies and explaining thinking clearly
- Working with decimals, percentages, and more complex geometry
- Solving multi-step problems in collaborative groups
- Applying statistical investigations linked to classroom inquiries
Years 7–8: Deepening Understanding
- Extending thinking to proportional reasoning, algebraic patterns, and probability
- Preparing for secondary-level mathematics while retaining collaborative, inquiry-based learning
- Using digital tools, real-life projects, and critical thinking challenges
- Reflecting on mathematical identity and how maths connects to the world around us
Culturally Responsive and Inclusive Maths
DMIC supports our commitment to Te Tiriti o Waitangi by:
- Valuing the cultural knowledge and experiences students bring to the classroom
- Using contexts that reflect Māori and Pasifika worldviews
- Promoting collective responsibility and collaboration, aligned with values like manaakitanga and whanaungatanga
- Creating safe learning spaces where every student is expected and supported to contribute
This supports equitable outcomes and high expectations for all learners.
Assessment and Progress Monitoring
We use a range of tools to track progress:
- Classroom observations of group discussions and problem-solving
- Student self-assessments and learning conversations
- Curriculum-aligned assessment tools such as Gloss, JAM, PATs, and school-based moderation
- Individual learning goals that students help set and reflect on
Assessment is used formatively—to guide teaching and give meaningful feedback, not just to assign a level.
Supporting All Learners
We provide:
- Extra support and scaffolds for those who need more time or targeted teaching
- Extension tasks and challenges for advanced mathematical thinkers
- Use of materials and visual models to make abstract concepts concrete
- Bilingual supports where possible to include te reo Māori and other home languages
Our inclusive approach ensures that everyone is challenged, supported, and respected as a mathematical learner.
Whānau Involvement in Maths Learning
You can support maths at home by:
- Encouraging your child to talk about how they solved a problem
- Playing games that involve strategy, number, and logic (e.g., Uno, Connect Four, cooking, budgeting)
- Practising basic facts in fun ways (e.g., online games, flashcards, dice)
- Valuing persistence and curiosity—not just speed or getting the answer right
Professional Learning and Collaboration
Our teachers regularly:
- Engage in DMIC professional learning and collaborative planning
- Reflect on classroom practice through observation and peer coaching
- Share student work and strategies as part of a whole-school inquiry approach
- Work with leaders and whānau to ensure learning is culturally sustaining and responsive
✅ Summary
At Te Paina School, Mathematics is not just about numbers—it's about thinking, reasoning, solving problems, and working together. Through our DMIC approach, we grow confident, capable learners who can explain their ideas, challenge themselves, and see maths as part of their everyday lives.
