1 / 9

Jared Hockly Ngã Puna o Waiõrea

Coding in M aths C lass - Structure and P lay. Jared Hockly Ngã Puna o Waiõrea. i f (you have a device) get it connected goto http:// bit.ly/nzamtLH e lse Make friends with someone who has(device) == TRUE w hile(you are idle) attempt the starter. Mahi inãianei (starter).

jgeoffrey
Télécharger la présentation

Jared Hockly Ngã Puna o Waiõrea

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. Coding in MathsClass - Structure and Play Jared Hockly NgãPuna o Waiõrea

  2. if (you have a device) get it connected gotohttp://bit.ly/nzamtLH else Make friends with someone who has(device) == TRUE while(you are idle) attempt the starter Mahi inãianei(starter) How would you space out 6 discs nicely inside the red space?

  3. Kowaiakematau? Ko Te Aroha te maunga Ko Waikato te awa Kei te noho ahau i te Tamaki Makaurau inaianei KoNgaPuna o Waioreatekura Ko Jared takuingoa Margaret and John Kalman trust – teacher fellow … and for a while I’ve been interested in coding and maths and stats learning.

  4. The Why • In the world of coding, knowing maths allows us to do more things • Coding platforms can provide an environment to develop mathematical thinking – to play • Digital technologies curriculum • Computational thinking CT in the NZC • Common content, big ideas, ways of working?

  5. Task 1: Spacing discs • Spacing training task • click the commands • (un automated programme) • b) Spacing disks • Programme task

  6. Thinking about how to teach coding – some structure • Words from Sue Sentence • Predict – given a working program, what do you think it will do? (at a high level of abstraction) • Run – run it and test your prediction • Investigate (Explain) – get into the nitty gritty. What does each line of code mean? (low level of abstraction). I’m not sure that explain is quite the right term. • Modify – edit the program to make it do different things (high and low levels of abstraction) • Make/Create/Design – design a new program that uses the same nitty gritty but that solves a new problem.  I had always called this Create, and it is certainly creative but reading Tedre & Denning’s recent paper caused me to change this to Design, as a key computational thinking skill. https://blogs.kcl.ac.uk/cser/2017/02/20/exploring-pedagogies-for-teaching-programming-in-school/ https://k12cs.org/computational-thinking/

  7. Task 2: Factor finding • Understand the programme • Improve it to run faster • PRIMM

  8. Task 3: Wizard-frog vs Space-dog Fix the programme to fit the graph

More Related