These updates two-ty twoth of May 2004

"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)


"IF YOU CAN'T MODEL IT.... DON'T TEACH IT!"

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,
-2 x-4 = 8, x+4=7, 1third added to 1 fifth = 8 fifthteenths.

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

ACE Newsletter ...very latest, Term 2, essential reading, from JW and SC

NCEA latest links

Latest Issue My Term 2 Newsletter

Study IT...New site by students for students to pass NCEA, INFO, site

NUMERACY PROJECT INFORMATION...EVALUATION REPORT Y9-10 Proof!
ONLINE NUMERACY FACILITATION for schools. Buy the resource CD and password for $18 from
Learning Media 0800 800 565 or Jan@Hamilton Resource Centre Ph 07 846 0285
I seriously suggest you talk to me before embarking on this venture to help with implementation and planning!
AND phone Learning Media 0800 800 565 now and order your FREE Numeracy Booklets 1 to 8. These are great resources and are available from NZMATHS on line as .pdf files.
Track down the free copies of FIGURE IT OUT that will already be in your school, these are really useful,
well thought out resources for all junior classes .


Have a bit of Fun..a memory game!

Homework Site sent to me from Len, thanks, Looks quite useful

Waikato Mathematics Association Handbook for 2004...Competitions

Fast Track to NCEA NZQA site

Did you know about a $1500 award to the top Scholarship candidate in any school? Check it out here or there.

WEBSITES and Other Resources for Teachers

Newsletters
Mathematics Advisor
Term 2 2003
Term 3 2003
Term 4 2003, Survey Numeracy
Term 1, 2004
Term 2, 2004
ACE News Letters
ACE Term 1 2004
ACE Term 2 2004



TKI and MINISTRY
Ministry of Education
TKI NCEA Internals etc
TKI JUST UPS

Numeracy Project
SEQUAL News in NZQA
NZQA
Statistics New Zealand

Problem Solving
Sample problems for Years 9/10

Resources
Math Archives in UK
Maths on Line in NZ

KaleidoTile Software for Macs
ENC Ed Resources
CAST Statistics Simulations - MU
Mathematics.COM
Primes
Mersenne primes
Amicable, Happy and Rare Numbers

Clusters
Te Kuiti

IS IT EVER FINISHED
PANGARAU MATHS SCHEME Y7-13
SCHEME

Modeling in 3D
3D Models Templates

Calculator Sites
CASIO NZ

MORE Resources
FunBrain
Teachers at WORK
EFOFEX Software
http://www.mathforum.org

http://www.mathgoodies.com
Suppliers of Numeracy Equipment
Lists of Numeracy Equipment

Quotes
Hope you enjoy these

Free Software
Account for your Department Dollars
Time Diary for Advisors and Teachers
Graphing Calculator Software


New Assessments for NCEA
Level 2

Curriculum Document
Mathematics in the NZ Curriculum 868k

Mathematics Associations
Maths. Assoc. of Victoria (OZ)

NZAMT - Unit Standard Assessments
BOPMA
WAIMAT NEWS

Literacy and Numeracy
for Mathematics Teachers..
Files from the course here
SNP PRESENTATION

REMEMBER LOGO?

<<<ODDS AND ENDS>>>

mathematical digest
This is an excellent resource for every maths classroom. Bill Ellwood keeps himself extremely busy making these very informative magazines. I first started collecting them as 3rd former many moons ago. Back issues available at a very reasonable price and the yearly sub is only $20. His website is http://www.mathsdigest.co.nz or Box 11-235 Christchurch

Here is a link to Bill's issue #127 about Time...http://www.muellerworld.com

TAUMATAWHAKATANGIHANGAKOAUOTAMATEATURIPUKAKAPIKIMAUNGAHORONUKUPOKAIWHENUATANATAHU

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.

"THE LONGEST PLACE NAME IN THE WORLD"....HAWKES BAY, NI, NZ

 

Here is a dedicated site for computer users http://www.computerchallenge.org

 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

Hi All
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
the notice.

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
Trish
Learning Cycles
P O Box 61
Te Kuiti
07 878 7167

jimhogan@clear.net.nz


 <<<<<<<<< OPEN FORUM March 2004>>>>>>>>>
if you have something to say and post here...email it to me. Could get interesting!

Using Materials to Teach Mathematics
I am rediscovering the wisdom of teaching using materials. Once upon a time I used place value blocks, counters, cakes for fractions, blocks for area and volume, sand for modeling, card matches, scissors and card almost every lesson. I had activity stations and flourishing group work. My classroom looked as bright and happy as Nana's flower garden.

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.

Included in this box is access to a new page of suppliers of math equipment, a list of math equipment that would be good to have in your math department, and some notes on how to use the equipment.

"It is not what you have got...it is what you do with it!"
-
anonymous Uncle

7. WEB UPDATES April
You will be interested in looking at some of the information contained
here:
http://www.nzqa.govt.nz/news/website-updates/index.html

Specifically:

National Certificate in Employment Skills
http://www.nzqa.govt.nz/for-business/nces.html

The redeveloped NCEA web pages went live on 25 March and were previewed
in the NCEA Update 20. In response to your feedback, FAQs are being
developed to help you get the best out of the site.
http://www.nzqa.govt.nz/ncea/assessment/help.html

Level Descriptors
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
the qualification.
http://www.nzqa.govt.nz/framework/levels.html

Framework developments - March 2004
Framework Developments (produced monthly) lists the new and reviewed
unit standards and qualifications registered on the Framework.
http://www.nzqa.govt.nz/framework/updates/developments/index.html