ALiM resources

This collection of resources has been developed to support the implementation of the Accelerated Learning in Mathematics (ALiM) project.

2021-22 resources

2011 resources

See Materials that come with this resource to download:

• A Learning to use counting from one to solve problems (.pdf)
• B Learning to use advanced counting to solve problems (.pdf)
• C Learning to use part whole thinking to solve problems (.pdf)
• D Learning to use place value and part whole thinking (.pdf)
• E Learning to understand and use place value (.pdf)
• F Learning to use basic facts to solve problems (.pdf)
• G Learning to use multiplication and division (.pdf)
• H Learning to use decimals to solve problems (.pdf)

2012 resources

See Materials that come with this resource to download:

• Resource 1: Fostering positive mathematical identities (.pdf)
• Resource 2: Helping students develop the specialised language of mathematics (.pdf)
• Resource 3: Supporting English language learners with the language of mathematics (.pdf)
• Resource 4: Strategies for teaching mathematical language to English language learners (.pdf)
• Resource 5: Helping students to participate in learning conversations (.pdf)
• Resource 6: Building understanding through effective questioning and modelling (.pdf)
• Resource 7: Exploring measurement (.pdf)
• Resource 8: Creating purposeful independent activities (.pdf)
• Resource 9: Using ICT to support ALiM programmes (.pdf)
• Resource 10: Shifting students from NZC level 2 to level 3 (.pdf)
• Resource 11: Addressing avoidance behaviours (.pdf)
• Resource 12: Challenging students with problems (.pdf)

Beliefs underpinning effective teaching of mathematics

• Every student’s identity, language, and culture are respected and valued.
• Every student has the right to access effective mathematics education.
• Every student can become a successful learner of mathematics.

Ten principles of effective teaching of mathematics

• an ethic of care
• arranging for learning
• building on students’ thinking
• worthwhile mathematical tasks
• making connections
• assessment for learning
• mathematical communication
• mathematical language
• tools and representations
• teacher knowledge

See Effective Pedagogy in Mathematics by G. Anthony and M. Walshaw, Educational Practices Series 19, International Bureau of Education, available at: Unesco

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