Developing teachers mathematics subject knowledge in primary schools to improve the attainment of all pupils Liz Woodham, NRICH Project & Michael Hall, Open University 2014 - 2015 London Schools Excellence Fund
In between face-to-face days Dont forget https://nrich.maths.org/haringey London Schools Excellence Fund Day 8 17 March 2015 9.15-9.30 Welcome 9.30-10.45
Working on mathematical tasks together Tackling tasks and reflecting on them in terms of subject knowledge and pedagogy 10.45-11.00 Break 11.00-11.15 Data collection 11.15-12.00 Working on more mathematical tasks together Tackling one or more tasks and reflecting on them in terms of subject knowledge and
pedagogy 12.00-12.15 Curriculum priorities 12.15-1.00 Lunch 1.00-1.20 Update on various project strands 1.20-2.20 Curriculum development work
In pairs, planning for at least one task back at school 2.20-3.10 Working on more mathematical tasks together algebra followup 3.10-3.15 Reflection London Schools Excellence Fund Common themes from mathematical needs identified on day 1 The following were flagged up by at least two schools:
Fractions/decimals/percentages Problem solving Place value Time Algebra Word problems Application of calculation strategies Subtraction London Schools Excellence Fund
Common mathematical needs identified on day 7 In order of preference: mental maths assessment (planning and progression) problem solving challenging SEN children challenging the gifted division (not chunking) word problems (especially money) ratio
subtraction multiplication place value London Schools Excellence Fund Second aim of the Mathematics National Curriculum All pupils will:
reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language. (DfE, 2013) London Schools Excellence Fund In order to explore this aim, three questions need to be answered:
When is reasoning necessary? What do we do when we reason? How do we support children to develop their reasoning skills? http://nrich.maths.org/10990 London Schools Excellence Fund Maze 100
London Schools Excellence Fund When did you do some reasoning? London Schools Excellence Fund Mystery Matrix London Schools
Excellence Fund Numbers 212. Only one number used exactly twice London Schools Excellence Fund
When did you do some reasoning? London Schools Excellence Fund What do we do when we reason?
Evaluate situations Select problem-solving strategies Draw logical conclusions Develop solutions Describe solutions Reflect on solutions etc http://nrich.maths.org/10990 London Schools
Excellence Fund Helping learners get better at reasoning Progression in reasoning:
Describing Explaining Convincing Justifying Proving http://nrich.maths.org/11336 London Schools Excellence Fund Make 37
Four bags contain a large number of 1s, 3s, 5s and 7s. Pick any ten numbers from the bags above so that their total is 37. London Schools Excellence Fund Thinking about Make 37 What might each of the five stages of reasoning look like in the context of this
task? Reminder of the five stages: Describing, Explaining, Convincing, Justifying, Proving London Schools Excellence Fund Reasoning is fundamental to knowing and doing mathematics
London Schools Excellence Fund Reasoning feature http://nrich.maths.org/11018 Is in two parts: Reasoning: Identifying Opportunities Reasoning: The Journey from Novice to Expert Each part comprises an article and a selection of tasks
London Schools Excellence Fund YEAR FOUR MATHS DATA SCHOOL NAME London Schools Excellence Fund YEAR n MATHS APS SCHOOL NAME London Schools
Excellence Fund Year 3 class data sample London Schools Excellence Fund Before we meet again Continue to try out rich tasks with your learners and colleagues Lead a staff meeting/follow-up staff meeting
Take a look at the NRICH Reasoning Feature Collect data about the attainment of children in your class London Schools Excellence Fund Liz Woodham [email protected] Michael Hall [email protected] London Schools
Theoretical perspective. Realist view of international relations. Nations engage in zero-sum competition by mobilizing coercive power resources. Demographic and economic power converted to military power.
Times Monotype Sorts Times New Roman brknbarc.ppt - Broken Bars Document The History of Digital Computers Origins of Digital Computers Digital vs. Analog Computers Early Calculating Machines Early Calculating Machines Charles Babbage (1791-1871) Difference Engine Analytical Engine Legacy of Babbage...
Maybe we never paid attention to the penny details. Even if we paid attention to it enough to get it into working memory, maybe we still didn't bother rehearsing it and . encoding. it into long term memory. Click to...
c. Physiology and chemical interactions. d. Interphase and meiosis. GENERAL REVIEW 18. A fracture that is a crack in the bone usually cased by repeated mechanical strain is a/an: a. Incomplete fracture b. Comminuted c. Spiral Fracture d. Stress Fracture...
Concept Attainment (identificar las propiedades que determinan una categoría). Bruner sostiene: ***Las personas de 0 a 14 años se da más a menudo el proceso de "Concept formation". ***A partrir de 15 años es más frecuente el "Concept attainment".
Natural Language Processing ... Almost all of the non-trivial tasks performed by NLP systems are ambiguity resolution tasks There is ambiguity at all levels of language * * Ambiguity I saw the woman with the telescope Syntactically ambiguous: I saw...
Schizophrenia: Psychological Theories Family systems theory Psychosocial & environmental stress psychlotron.org.uk Family Systems Theory Origins in: The psychoanalytical tradition (the influence of the family on abnormal behaviour) Systems thinking (idea that things are best understood by looking at the relationships...
Defining a 'democratic elite': Key media in the battle for social responsibility . Lee Duffield. Journalism Education and Research Association of Australia (JERAA) Annual Conference, UTS Sydney, 25-27.11.14
Ready to download the document? Go ahead and hit continue!