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Reflecting on Teaching and Learning Mathematics

Reflecting on Teaching and Learning Mathematics. Se án Delaney Col áiste Mhuire Day 2. Day 2 Overview. Review of Day 1 Comment Cards Children and Mathematics Individual differences in learning mathematics Introduction to Place Value. Review of Day 1.

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Reflecting on Teaching and Learning Mathematics

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  1. Reflecting on Teaching and Learning Mathematics Seán Delaney Coláiste Mhuire Day 2

  2. Day 2 Overview • Review of Day 1 • Comment Cards • Children and Mathematics • Individual differences in learning mathematics • Introduction to Place Value

  3. Review of Day 1 • Journal ‘fastwrite’: What do you remember from yesterday’s session? • Retreat • Teachers’ experiences and expertise rarely passed on • “Teaching the books and not the children” • Professional empowerment v. parents’ requirements • Wiles video(mistakes, vocation, ‘Connecting the unconnected’) • ‘Wait’ time • How to use equipment? • 100th day • http://www.smn.co.jp/e/key/0121k01e.html

  4. Comment Cards • Pace a bit slow. Need to be a bit more focused sometimes. • Very good introduction. Food for thought etc. • Really practical planning and class/group/individual practice would be good. • Course was well conducted, organised and enjoyable so far, with very interesting contributions and communication between participants. • Can we have a list at the end of the week of any books, resources, websites etc. mentioned? • www.mie.ie/staff/sdelaney

  5. Warm-up Activity • Place value Bingo • Follow-Me games • Subitising and ten-boxes

  6. Children and Mathematics JOURNAL ENTRY • Think of a pupil in you class this year who might have prompted you to take this course. • What do children find most difficult in mathematics? • What mistakes do children make most often?

  7. Children as Mathematicians • Define an odd number/ even number • Conjecture (Formation of conclusions from incomplete evidence; guess) • 7 minutes into the class. A boy (Benny) has just observed that even numbers can be made from even numbers e.g. 2+2=4. • Video • What 3 definitions of even numbers are used? • Justify (say for the principal) the time spent on allowing the discussion to continue.

  8. Individual Differences in Learning Mathematics • What kind of tasks do pupils have to do in mathematics class?

  9. Sources of Differences in Mathematics Classes • Conceptual processing(Concrete to abstract; rules) • Language(Reading questions; class discussions; maths vocabulary) • Visual-spatial processing(3-D shapes; aligning numbers) • Organisation (Steps in a procedure; recording data) • Memory (Recalling previous information; remembering steps) • Attention(Listening to other children’s explanations; sitting still) • Psycho-social (working in groups; playing games) • Fine-motor(Writing; cutting and folding)

  10. Looking forward to Day 3… • Bring in samples of children’s work for analysis • Please complete comment cards • Enjoy the weekend!

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