"In this rapidly changing world, the challenge of teaching is to help students develop skills that will not become obsolete. Metacognitive strategies are essential for the twenty-first century because they enable students to cope successfully with new situations. "(from Teaching and Reading Project Guidebook 1995)
I think this fits well with mathematics teaching. I really like the implication in the statement above that "I am learning skills that are going to last my lifetime". I do not have time to be forever learning new ways and throwing out everything else. I want to add to my skills and knowledge. The ideas underlying the Numeracy Project fit well here. Teach understanding and the powerful skills of strategies to access numbers. (Hg)
It's Forum Time Again...you're going to read me (sorry Eddie, that was a bit Lowe)
I heard myself saying this to a teacher who had commented "Why not just teach them the way to multiply fractions!" I get similar stances on the algorithms of adding, subtracting, dividing, long multiplication, cross multipling proportions, adding zeros for x10, 100, 1000, times-flip for dividing fractions, moving decimal points, the integer rules for arithmetic, rounding and so on.
Blind application is a meaningless process. That was why all the prices in the shop had $12.50 added to them. That's why students can do fractions in class but not in the test. That is why 8+5=13 and 7x8=56 are so darned hard to remember. That is why students who get a score out of 100 in a test ask what is the percentage mark. Give students access to answers through strategies.
The top diagram shows three quarters. This can also be done with one row. The middle diagram shows the green squares are half of three quarters. What does the the third diagram show?
Attempt the understanding first by modelling. Students not trained to this approach will squirm a bit because they have to think. Teachers do the same! Teach your students to look for patterns and to make a rule about those patterns. Testing of the rule and subsequent modification completes the process and secures the understanding. Share and explain your reasoning with another person (good literacy strategy).
The skill of the teacher is to create the situation whereby the student creates the correct rules and in doing so becomes a curious lifelong learner. It is very easy to give them the rule but that is not what being a teacher is all about...is it? Maintain learning though fun activities like games.
How could you model 8+5=13, 7x8=56, 2 thirds of a number
is 12, 4 x(-2) = -8, 2(3+4) = 14,
1.Comments please...alternative to NCEA course. Read and respond to me.
2. Latest from CASIO and Derek
3.Sample radioactive worksheet from Derek
4. And an adaption of the Chelsea Math Knowledge Test
IS IT EVER FINISHED
Modeling in 3D
THE PLACE WHERE TAMATEA, THE MAN WITH THE BIG KNEES, WHO SLID, CLIMBED, AND SWALLOWED MOUNTAINS, KNOWN AS LANDEATER, PLAYED HIS FLUTE, TO HIS LOVED ONE.
|REAL DATA Guide for Diff Equations, Statistics Modelling, .xls format|
|Capacitance and Area||Light Bulb Behaviour|
|Capacitance and Separation||Thermometer Cooling|
|Coffee Cup Cooling||Spa Bath Temperature measurement|
|Diode Characteristics||Tree Ring Data|
|Water Flowing from a Container|
FROM THE 'ORSES MOUTH 3/3/04
Sorry about another email We need to remind schools of the document 6.3.1 in regulations on NCEA website this
defines a subject for entrance to uni.
Please note that the only algebra standards that are included are 5256, 5264 and 5267
5262 that schools will do with S3.4 is not included as the list was developed from the exclusions list and 5264 is the
standard that is excluded by S3.4.
National certificate of maths should
be up on the website soon schools will be notified but sometimes
we don't get
ERROR IN LAST NEWS LETTER
Hi Jim, thank you for the piece in the
Math Advisor. Joy faxed it through to me.
They are called "POSERS" and are $76.50, and teachers can order on line at www.learning-cycles.co.nz
The phone number is wrong however, that phone number is Sports Waikato.
The phone number is (07) 8787167.
The Posers are really popular, Bronwyn did a wonderful job compiling the answers to help those teachers who may find Problem Solving a weaker area of their knowledge, providing hints
and solutions that have easy to follow steps. We included "awareness pointers" at the bottom of each answer sheet, things that we have found during our teaching careers that need to be
sorted prior to attacking the problem, the things that we can't assume students to have knowledge of.
Hope you are in for another great year, and thanks again for the mention of the Posers
P O Box 61
07 878 7167
if you have something to say and post here...email it to me. Could get interesting!
Using Materials to Teach Mathematics
I became too busy with running departments, senior subjects, administration, my own interests and moved away from this interactive, appreciated and well researched way of learning. Perhaps the students became a little more difficult to handle as a result of modern freedoms and lack of expectations. Perhaps we did not set the bar high enough. Perhaps it was being tired that made me teach from the text book to everyone. Perhaps it was the "Holy Trinity" in admin that expected my maths classes to be silent every day.
The Numeracy Project has restored my interest in using materials to teach concepts. Using materials does work. Establish the existing knowledge, choose the next step, use materials and then imaging to build new knowledge. This is the Numeracy model for teaching. It is no more effort and the result is far more effective and students enjoy the learning. Add some pretesting, ability grouping and you have a numeracy project.
My brief this year is to inform as many secondary (not only math) teachers of content and approach of the now established and successful Numeracy Project. New in 2004 is FREE ONLINE FACILITATION for any teachers in any secondary school in NZ. Buy a $18CD and password from your local SSS Resource Centre.
7. WEB UPDATES April
You will be interested in looking at some of the information contained
National Certificate in Employment Skills
The redeveloped NCEA web pages went live on 25 March and were
in the NCEA Update 20. In response to your feedback, FAQs are being
developed to help you get the best out of the site.
There are ten levels involved in a qualification - 1 is the least
complex and 10 the most. Levels depend on the complexity of learning.
They do not equate to 'years spent learning' but reflect the content of
Framework developments - March 2004
Framework Developments (produced monthly) lists the new and reviewed
unit standards and qualifications registered on the Framework.