1 / 21

Teachers Talking About Teaching Mathematics

Teachers Talking About Teaching Mathematics. NCETM small grant project – Maths Collaboration Project (KS2/3). Led by Susan Wall Regional Coordinator Yorkshire & Humber NCETM. East Hull Mathematics Collaboration Project. Thanet Primary School. Spring Cottage Primary School. Simon.

dhurt
Télécharger la présentation

Teachers Talking About Teaching Mathematics

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teachers Talking About Teaching Mathematics NCETM small grant project – Maths Collaboration Project (KS2/3) Led by Susan Wall Regional Coordinator Yorkshire & Humber NCETM

  2. East Hull Mathematics Collaboration Project

  3. Thanet Primary School Spring Cottage Primary School Simon Dave Andrew Marvell Business and Enterprise College Joanne, Layton, Gillian Susan, Teresa Wilberforce Sixth Form College

  4. What is the same and what is different?

  5. This polygon is regular. This polygon has exactly one obtuse angle. The diagonals of this polygon are perpendicular. This polygon has exactly 2 lines of symmetry. This polygon has at least one pair of parallel sides. This is a trapezium.

  6. These lines are perpendicular.

  7. This shape has a diagonal. This shape does not have a diagonal.

  8. This is an angle. This is not a proper angle.

  9. This is a regular. This is not regular.

  10. For 1/5 they colour 5 in. They think that 1/2 and 2/1 are the same. Saying double top and bottom for equivalent fractions is confusing because they associate doubling as getting bigger.

  11. What is a fraction? What do students understand by a fraction? What are the essentials in order to understand fractions?

  12. 8 out of 27 year 4/5 children thought the shaded area was one half of the shape.

  13. 15 out of 27 year 4/5 children thought the shaded area was one quarter of the shape.

  14. 7 out of 27 year 4/5 children thought this was true. 3 out of 12 year 12 students thought this was true.

  15. is bigger than 13 out of 27 year 4/5 children thought this was true. 4 out of 12 year 12 students thought this was true.

  16. are all fractions. Do you know any more? If so then write them down : 13 out of 27 year 4/5 children answered NO. 4 out of 12 year 12 students answered NO.

  17. ‘Growth last quarter was 3.1%. It was actually a four month quarter.’ Justin King Chief Executive of Sainsbury’s Radio 4 10th October 2007

More Related