Slide 1

Welcome to the London Mathematics Network Meeting Fiona Allan Senior Regional Coordinator National Centre for Excellence in the Teaching of Mathematics Slide 2 Aims and objectives To think more deeply (about starters and teaching maths in a functional way) To find out (about short CPD sessions) To network (with colleagues from other colleges and share ideas) To enjoy (doing some Maths) Slide 3 Agenda 10:00Registration, Refreshments and Starter Activities 10.30Welcome and Introduction 10.45Getting learners to think! 11.15Mistakes and misconceptions from Entry Level to Further Maths how do we address them effectively? 12.00Sharing Good Practice 12.45Lunch and networking 1.45After lunch starter People Maths 2.15Teaching mathematics in a functional way working in learners contexts 3.15Revisiting the language of exams and updates from the LSIS STEM programme and from the NCETM 3.30What are you going to take forward from today? What are you going to share with colleagues, with managers, with other organisations? Reflection and evaluation. 3.45Close Slide 4 Starter Activities Nuffield Foundation: Applying Mathematical Processes http://www.nuffieldfoundation.org/ nuffield-amp-investigations Slide 5 Here are five rods of different lengths. 6cm 10cm 2cm4cm 8cm Slide 6 The rods can be joined end-to-end to make triangles. Here are two examples 4cm8cm 10cm 6cm 10cm 8cm 4cm Each of these triangles is Scalene (because all its sides are different lengths). Obtuse (because one of its angles is greater than 90 ). Slide 7 Combine rods to make as many different types of triangle as possible. What are the different types of triangle can you make? What properties does each triangle have and how do you know? Also find a combination of rods that cannot make a triangle, and explain why not. 6cm 10cm 2cm4cm 8cm Slide 8 Revisiting Mistakes and Misconceptions Slide 9 Misconceptions only occur as a result of poor teaching Do you agree with the above statement? Slide 10 Slide 11 5x + 3y 2x 4y + 2y = Slide 12 Teacher: How else can we write 2(x + 3)? Student: 2x + 3 What has the student done wrong? Why? How would you respond to this situation? Slide 13 Slide 14 This worked for me! Slide 15 Lunch and networking Slide 16 After lunch starter: People Maths www.atm.org.uk Slide 17 Teaching mathematics in a functional way Working in learners contexts Slide 18 Functional mathematics is process based, not topic based. The three process skills are representing (making sense of situations and representing them) analysing (processing and using the mathematics) interpreting (interpreting and communicating the results of analysis). Slide 19 The Functional Skills Wheel Its purpose is to help identify opportunities for the development of functional skills within current practice to identify FS elements for Schemes of Work to help identify where any gaps occur to help identify other practice opportunities outside of this piece of work to help identify who else may be involved in FS skills development to allow learners plenty of practice opportunities. Slide 20 First Wheel Identify a unit or piece of work you are currently teaching e.g. Fitness assessment in sport This is written in the centre of your piece of paper and a small circle drawn around the outside of the text This first wheel is the focus of your plan Slide 21 Second Wheel Draw a circle around the inner circle and then break this new wheel into 5 or 6 segments. Within each segment identify the components of your chosen subject e.g. Diet & nutrition; Cardiovascular machines; Fitness training & clients This second wheel is the focus for the development of Functional Mathematics opportunities. Slide 22 Third Wheel Draw another larger ring around the outside. This wheel is not segmented Within this ring identify the mathematics skills used during each element of work e.g. BMI calculations; % fat composition; calorie counting; costs of fitness programme + discount The third wheel should identify all the Functional S killsopportunities that occur in context and enables missing elements to be identified and inserted. Slide 23 How could you use this tool? How could it be adapted for your context? Slide 24 Videos and questions and tasks Slide 25 Revisiting the language of exams Slide 26 Updates from the LSIS STEM programme and from the NCETM Slide 27 What are you going to take forward from today? What are you going to share with colleagues, with managers, with other organisations? Reflection and evaluation. Slide 28 Have a safe journey home! We look forward to seeing you again! Slide 29