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Using our Mathematical kitbag

Using our Mathematical kitbag. Anne Reay Phillip Linsell Senior Lecturers in Primary Mathematics Education Bradford College.

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Using our Mathematical kitbag

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  1. Using our Mathematical kitbag Anne Reay Phillip Linsell Senior Lecturers in Primary Mathematics Education Bradford College

  2. The United Kingdom remains one of the few advanced nations where it is socially acceptable, fashionable even, to profess an inability to cope with mathematics. That is hardly conducive to an environment in which mathematics is seen by children as an essential and rewarding part of their everyday lives.’Sir Peter Williams, Chancellor of the University of Leicester

  3. What is the area of each piece of this tangram? 10 cm 10 cm

  4. Using your mathematical kitbag.... Two kinds of understanding of mathematics are possible… Instrumentalunderstanding is knowing a particular method or rule for getting an answer. Relational understanding is having a cognitive map of relevant sections of the interconnected network of concepts which constitute mathematics. Skemp, R. (1989) Mathematics in the Primary School. London: Routledge.

  5. Putting things in context Compare two problems related to tangrams: Either: The teacher shows the class a set of 7 tangram pieces and says that they should try to put the pieces together to make a square... Extension work is provided e.g. Trying to make a triangle, a rectangle, etc. Or: Story is used as a stimulus and meaningful context...

  6. Schiro, M.S. (2004) Oral storytelling and teaching Mathematics. London: Sage Publications. Tan was a poor potter in Ancient China. He was so poor that he only had one set of clothes, could only afford one meal a day, and could not afford the dowry he needed to marry the woman he loved. However, Tan was well-known for his ability to make beautiful tiles. One day the Emperor of China asked Tan to make him a beautiful square floor tile . Tan did so while thinking his fame and fortune would be secured if the Emperor liked his tile....

  7. Oral Storytelling and Teaching Mathematics (Schiro, M. 2004) Using stories to teach Mathematics can: • refocus from highly literate school mathematics (which uses the written word and pictures) to engage with the more oral traditions of many urban communities; • interweave a multicultural perspective into mathematics; • ensure a problem solving model, through which children gain understanding of Mathematical concepts AND develop core skills. ( organising, selecting, checking, communicating, presenting).

  8. Teaching As Story Telling (Egan, K. 1986) • The process of teaching can be an objective led model. (Egan refers to it as an assembly line!) • The Story Form Model (p.41). Stories can organise and communicate meaning in a more powerful, pervasive way. • Links to SEAL curriculum in harnessing children’s feelings and imagination.

  9. Elements of learning that are evident in activities based upon stories. • Listening skills • Speaking skills • Collaboration • Problem Solving • Development of key Mathematical ideas • Contextualisation • Use of ICT • Cross-curricular links

  10. Three Hat Day Questions • For how many days can Mr.Pootle wear different three hat towers if he owns three hats? • For how many days can Mr. Pootle wear different two-hat towers if he owns five hats? • For how many days can Mr. Pootle wear different four-hat towers if he owns four hats?

  11. Using the outdoor environment. RHS Gardens Harlow Carr, Harrogate

  12. Using natural materials to createsymmetrical pictures.

  13. World On A Plate How would you exploit ‘The world on a plate’ resource as a starting- point for mathematical and cross- curricular work in primary?

  14. Three orientations towards teaching mathematics Connectionist e.g. makes connections between different areas of mathematics, with other subjects and with everyday life. Transmission e.g. emphasises one method even though another method may be more apt in this case. Discovery e.g. priority is given to children developing their own strategies. Thompson, I. (1999) Issues in teaching numeracy in primary schools, Chapter 8. Buckingham: Open University Press.

  15. Summary • Learning is most effective when children meet concepts in a range of meaningful contexts e.g. story, local environment, etc. • Effective mathematics teaching develops children’s subject specific skills and transferable skills; • Two kinds of understanding e.g. instrumental and relational (Skemp); • There is some evidence that the most effective teachers of mathematics adopt a connectionist approach to their teaching.

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