Tuesday, 3 November 2015

How do we make math connections?

Math leader course - Canterbury University

Aiming for comments from children in our learning community like....

"I'm not in the bottom group anymore!"

Rich Mathematical Tasks.....

  • accepting that challenge is good
  • seeking for patterns independently
  • creates positive mathematica identity
  • growth mindset
  • use of word problems
  • quality tasks that can be made accessible to all through scaffolding
  • use materials, sketches and diagrams to explain their thinking
  • engage in conceptual thinking

Upside Down teaching model

5 practices planner

The 7 principles of learning

No child should ever be asked to learn maths without a conceptual understanding

Part whole thinking begins in subitising when recognising two numbers within the group
How many ways can we make five?

Peer scaffolding
Teacher seeks patterns and asks questions to help them see this.

Why did you choose that strategy? to find out if they had knowledge of other strategy,
What did you discover when using this equipment
Who heard about a new strategy they haven't thought of before

Use colours to help them see part whole thinking.

Number Properties  
distributive - distribute numbers to make tidy numbers
commutative - doesn't matter which way round the equation goes
associative - - regrouping things to make sense of what I know already

understanding that 20-17 is solved through addition
understanding of equals 47=47+?

Words in math problems help make
 meaning - symbols is shorthand

Conjecture Wall - prove or disprove these ideas

Understanding a mathematical concept or idea means being able to.....

  • describe it in your own words
  • represent it in a variety of ways
  • explain it to someone else
  • make up examples (and non examples) of it
  • See connections with other facts or ideas
  • Recognise the idea in new situations or contexts
  • make use of it in various ways, including new situations.


Which one holds the most?

Figure it Out - great rich math tasks!!
Don't use them as independent math tasks use them as inquiry learning activities.

The use of equipment doesn't need to be seen as a big deal rather than the vehicle to assist with clarifying thinking and understanding.
Figure it Out Books - bring them out a great resource of rich mathematical tasks for teaching and learning together.
The value of inclusive lessons for the child and their own perceptions of math confidence. Peer scaffolding and support can and should never be undervalued.

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