cpd 2 creative numeracy 27 feb 2008 venus carew “i am interested in mathematics only as a creative...
TRANSCRIPT
CPD 2
CREATIVE NUMERACY
27 Feb 2008
Venus Carew
“I am interested in mathematics only as a creative art.” (G.H.Hardy, London 1941)
Fire alarmLocation of conveniencesDelivery timesGroup workAny other questions?
Health and Safety
What is Creativity?What is Creativity?Creativity is a mental
process involving generation, or of discovering new
associations between existing ideas or
concepts.
An alternative, more everyday concept of creativity is that it is
simply the act of making something
new.
Creative Introductions
Introduce yourself including:
•The number of your name
•Three things (properties) about the number of your name, eg odd, square, factors, etc.
•What did you have to do to get here?
Learning objectives:By the end of the session you will have:
Clarified assumptions about teaching and learning of mathematicsOutlined ways to help learners become more actively engaged in own learningIdentified nature and causes of learners’ mistakes and ways to use them to promote learningExamined ways of making questioning more effectiveProduced an action plan to improve own teaching of mathematics.
Number energiserNumber energiser
energisers27 energisers27 Feb.notebookFeb.notebook
What are my perceptions, views about teaching
numeracy?What do we teach? How do we teach it?
Before we discuss how to become better at teaching and supporting learning of numeracy we need to explore and reflect on our own view and perceptions about the teaching and learning of mathematics. Rank
In your group, discuss the statements
and then individually rank them from 1 - 5:1 = almost never 2 = occasionally3 = half the time 4 = most of the time5 = almost always
Activity
Ranking Practice Statements
Multiple of 6 Right handMultiple of 4 Left handMultiple of 6 and 4 Both handsMultiple of neither No hands!
Quick Energiser
Based on years of research andreflection on teaching of maths
andnumeracy. In your group discuss and
decidewhich ones you use in your
teachingor support sessions.
How can we make our teaching even better?
Principles of Effective Teaching
A, B, C, D
So what are Principles of Effective Teaching
Handout of the 8 principles
DO YOU AGREE WITH THEM
WILL YOU BE ABLE TO PUT THEM INTO PRACTICE?
What are errors, mistakes and misconceptions?
What are errors, mistakes and misconceptions?
Working in pairs, write down one mathematics mistake you have come across in your teaching/support?
Explain why you think learners make this mistake?
What are errors, mistakes and misconceptions?
Now look at the examples of learners’
Work (CPD2.1) For each one Write down the nature of the
error. And the thinking that may have
led to this error?
Why do learners make mistakes?
Lapses in concentrationLapses in concentration Hasty reasoningHasty reasoning Memory overloadMemory overload Failure to notice pointsFailure to notice points
Or is it due to misconceptions Or is it due to misconceptions which arewhich are
necessary stages in conceptualnecessary stages in conceptual
development?development?
Common Generalisations
Have a look at CPD 2.3Have a look at CPD 2.3 Can you add other examples to Can you add other examples to
the list?the list? Can you think of a mathematical Can you think of a mathematical
misconception you have had?misconception you have had? How did you overcome it?How did you overcome it?
How do we deal with mistakes and misconceptions?
Avoid them?Avoid them?
Use them as learning Use them as learning opportunities?opportunities?
comparing decimals of different lengths
Write decimals in order of size beginning with the smallest: Write decimals in order of size beginning with the smallest:
0.75, 0.4, 0.375, 0.25, 0.125, 0.75, 0.4, 0.375, 0.25, 0.125,
0.04, 0.80.04, 0.8
Group activitycomparing decimals of different
lengths To correct a misconception about To correct a misconception about
decimals: card set 16 - 5decimals: card set 16 - 5
For each decimal number, find 2 For each decimal number, find 2 cards that represent that number cards that represent that number and explain your reasons!and explain your reasons!
Must be lunch time!!Must be lunch time!!CollaborationNetworking
Reflection on articles/activities/ideas
And the six faithful serving And the six faithful serving menmen
“I keep six faithful serving menWho teach me well and true.Their names are
• What and
• Where and
• When And
• How and
• Why and
• Who.”
Why do we ask questions?Why do we ask questions?
Teachers nearly always know the answers Teachers nearly always know the answers toto
the questions already, so why ask them?the questions already, so why ask them?
How can we develop Questioning?
How many times can you subtract 7 from 83 and what is left afterwards?
You can subtract it as many times as you like and it leaves 76 each time!!
To interest, engage, recall, assess, focus
Also to: Extend thinking, promote reasoning,
problem solving, thinking, evaluation and reflection.
Why do we ask questions?
In your group discuss characteristics of effective and ineffective questioning.
Sort the cards into 2 sets Now put all the cards in a continuum
from most effective strategy to the least effective strategy.
Feedback to the whole group.
Do we use effective or ineffective questions? Cards CPD5.1
CPD5.2 Open mathematical questions
CPD5.3 Making up your own questions
Follow up activitiesAlways true, or sometimes true? 18-5
What types of questions can we ask?
Group Creative Activity
Plan a session:
Think of a session you will be teaching in your own setting
Use some of the ideas and activities discussed here to produce a draft lesson plan
Action planning
How can we make our sessions more effective using
better questioning skills and
common misconceptions
to promote effective learning.
Evaluation and Reflection
Please complete evaluation sheets
Identify areas of training needs
Keep a note of your action plan
Any questions please?
What is the answer to
the universe?
And a must read article about the Beauty of Maths
BBC NEWS | Magazine | The beauty of maths
And very FinallyCongratulations for attending Creative
Numeracy 2!!BE HAPPY AND KEEP SMILING
We hope you enjoyed your time here and benefited
from the session
http://www.teachers-direct.co.uk/resources/quiz-busters/quiz-busters-game.aspx?game_id=4660
Blockbuster quiz
Quiz-Busters - Maths !!!! - from teachers-direct
http://www.teachers-direct.co.uk/resources/quiz-busters/quiz-busters-game.aspx?game_id=4660
Another one
http://www.teachers-direct.co.uk/resources/quiz-busters/quiz-busters-game.aspx?game_id=114
Quiz-Busters - Algebra - from teachers-direct
Once upon a Time
11 was a race horse
12 was 12
1111 race 1 day
12 112
I need a new mind set to do
this puzzle!