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19 December 2019This is the slide footer and goes here1
Inquiry Based Approaches to
MeasuresSeminar 2019
Proficiencies
Inquiry Based
Learning
Science
Technology
Engineering
Maths
Misconceptions
Inquiry Based Approaches to MeasuresSeminar 2019
Key Messages
Seminar
Success
ProficienciesMathematical Proficiencies encompasses conceptual understanding, procedural fluency, adaptive reasoning, strategic competence, and productive disposition and are an essential part of pupil learning and develop through choice of task and classroom climate
Inquiry Based Learning
Pupils’ mathematical skills, language and conceptual understanding are enhanced when they engage in Measures through Inquiry Based tasks
STEMPurposefully planned integration allows pupils to apply learning in Measures to real-life Scientific contexts
MisconceptionsPupil misconceptions can prohibit their conceptual understanding of Measures
Rationale for Measures
Rationale for Measures
TIMMS 2015 in Ireland: Mathematics and Science in Primary and Post-Primary schoolsClerkin, Perkins & Cunningham (2016)
Rationale for Measures
Rationale for Measures
97% 99% 97% 96%
84%
93%86%
80%
51%
80%
61%
49%
14%
50%
27%
17%
0%
20%
40%
60%
80%
100%
120%
Ireland Singapore Northern Ireland England
Trends in Maths & Science Study (TIMMS) 2015
Low Benchmark Intermediate Benchmark High Benchmark Advanced Benchmark
TIMMS 2015 in Ireland: Mathematics and Science in Primary and Post-Primary schoolsClerkin, Perkins & Cunningham (2016)
Rationale for Measures
Rationale for Measures
97% 99% 97% 96%
84%
93%86%
80%
51%
80%
61%
49%
14%
50%
27%
17%
0%
20%
40%
60%
80%
100%
120%
Ireland Singapore Northern Ireland England
Trends in Maths & Science Study (TIMMS) 2015
Low Benchmark Intermediate Benchmark High Benchmark Advanced Benchmark
TIMMS 2015 in Ireland: Mathematics and Science in Primary and Post-Primary schoolsClerkin, Perkins & Cunningham (2016)
Rationale for Measures
Rationale for Measures
97% 99% 97% 96%
84%
93%86%
80%
51%
80%
61%
49%
14%
50%
27%
17%
0%
20%
40%
60%
80%
100%
120%
Ireland Singapore Northern Ireland England
Trends in Maths & Science Study (TIMMS) 2015
Low Benchmark Intermediate Benchmark High Benchmark Advanced Benchmark
TIMMS 2015 in Ireland: Mathematics and Science in Primary and Post-Primary schoolsClerkin, Perkins & Cunningham (2016)
Rationale for Measures
Rationale for Measures
97% 99% 97% 96%
84%
93%86%
80%
51%
80%
61%
49%
14%
50%
27%
17%
0%
20%
40%
60%
80%
100%
120%
Ireland Singapore Northern Ireland England
Trends in Maths & Science Study (TIMMS) 2015
Low Benchmark Intermediate Benchmark High Benchmark Advanced Benchmark
TIMMS 2015 in Ireland: Mathematics and Science in Primary and Post-Primary schoolsClerkin, Perkins & Cunningham (2016)
Why are Irish pupils underperforming in
Measures?“…measurement should not be
taught as a simple skill; instead it is a complex combination of
concepts and skills that develops slowly over years…”
“…likely a function of how the subject is taught –too much reliance on
pictures and worksheets rather
than hands-on experiences anda focus on skills…
Tom’s house is 5km from the school. The bus brings him 4km
300mand he walks therest of the way.
How far does he walk?
Clements & Stephan, 2001 Van de Walle, 2013 Textbook Problem
TIMSS 2011
Investigating Slopes
Set Up
Predict
Measure
Graph
Set up the half-tube on the floor with some blocks underneath one end.
Predict how far the toy car will roll along the ground. Then let it go.
Measure how far the car travels using a broken ruler. Repeat a number of times, changing the angle of the slope.
Make a graph of your results. Did the angle of the slope make any difference to the distance the car travelled?
“Concepts and skills develop together,
each supporting the further development
of the other.”
(Clements, Barrett and Sarama, 2012, p.5)
Mathematical Proficiencies
Skills Content
Conceptual Understanding
Procedural Fluency
Mathematical Proficiencies
Skills Content
Conceptual Understanding
Strategic Competence
Productive Disposition
Procedural Fluency
Adaptive Reasoning
Measures and the Wider Maths Curriculum
Number and Place ValueMeasuring familiar objects
connects ideas of number to the real world, enhancing number
sense. The metric system of measurement is built on the base-
ten system of numeration
Van de Walle, Karp and Bay-Williams (2013) p.375
GeometryDeveloping perimeter, area and
volume formulae requires understanding shapes and their
relationships. Measures help describe shapes and angular
measures play a significant role in the properties of shapes
DataStatistics and graphs help
describe and answer questions about our world. Often this description is in
terms of measures
What isInquiry Based Learning?
Inquiry Based Learning
…involves going beyond information to search for an explanation. It involves posing thoughtful questions to help understand the “why” behind the information.
Teaching Council, Ezine, December 2017
“Inquiry Based Learning puts the emphasis initially on curiosity and observation, which are then followed by problem solving and experiments.”
STEM Education in the Irish School, p.35
Continuum of Assessment
-KWL-Two Stars & a Wish-PMI-Rubric-Learning Log
-Teacher/Child(Rubrics, portfolio)-Teacher/Teacher-Teacher/Parent
-Work samples-Maths Journal-E portfolios(Seesaw)
-Concept Maps-Mind maps-Tree Diagrams-Minimal Defining Lists
-Instructional Framework-Pupil Questioning
-Rubric-Checklist-Target Child-Time sample-Shadow study
-Drumcondra-Sigma T-Ballard Westwood
-Rubrics-Checklists
Which tablets would you buy?
Background Knowledge & Pupil
Misconceptions
Stage 1: Pre-measuring
Comparing unequal & equal objects
Ordering & Equivalence of objects
Conservation Experiences
Stage 2
Non-standard Units
Stage 3
Standard Units
Inquiry Based Learning
CapacityWho can hold the most?
p.174
MoneyCoins in my
pocketp.287
TimeJust a minute p.237
WeightMarbles in
a cupp.155
Concept Cartoons
Which response is right? Why?
How could this concept cartoon be used for IBL in
STEM?
What possible misconceptions could this concept cartoon reveal?
Integrated Nature of STEM
An integrated approach to STEM enables learners to build and apply knowledge, deepen their understanding and develop creative and critical thinking skills within authentic contexts.
(DES, 2017)
Science needs mathematics or other
abstract symbols when it reaches the limit of what can be expressed using
everyday language.
(Fibonacci Project, 2013)
Digital technology is crucial in supporting
teaching, learning and assessment.
(DES, 2017)
Measurement in STEM
The concepts of material, weight,
volume, and matter are essential for Science
and Engineering
These provide the necessary foundation for robust understanding of the particulate model of
matter (TERC, 2011)
Development of measurement skills and concepts provides a solid foundation for real world
application of pupils mathematical learning
i.e. A robust
understanding of
Measures in Primary
School
Build a BridgePlan to build a freestanding bridge using:• Newspaper Sheets x10• Sticky tape
Must hold manual30cm over table for at least 5 seconds
Plan to develop both maths and science skills using pages 2-5 in your
booklet for guidance
Carry out the plan and share your
findings and results through a
mini-plenary
One Group:Photo documents their investigative journey for Adobe Spark
Linkage and Integration
Mathematics
NumberAlgebra
Measures
Shape and SpaceData
Measures
WeightLengthAreaTime
Science SkillsDesigning and Making
ExploringPlanningMaking
EvaluatingWorking Scientifically
QuestioningObservingPredicting
Investigating and experimentingEstimating and measuring
Analysing:Sorting and classifyingRecognising patterns
InterpretingRecording and communicating
Mathematical Skills
ImplementingUnderstanding and Recalling
Applying and Problem-SolvingCommunicating and Expressing
Integrating and ConnectingReasoning
Build a Bridge
Further Integration Opportunities
Weight
• Tom’s challenge p.156
• Tin foil boats p.151
• Investigating food packaging & contents p.158
• Recipes p.159
• The perfect suitcase project p.161
Capacity
• Class lunch p.188
• Popcorn project p.189
• Displacement p.190
• Puddles p.193
• Density tower p. 192
• Design a cereal box p.202-203
Time
• Candle clock p. 226
• Bike ride problem p.263
• Running a kilometre p.263
• Just a minute p.237
• Seasons p.232
Area
• Garden challenge p.102
• Design a bedroom project p.113
Length
• Tracking growth p.50
• Tayto Park Map p.78
• Desks over horizon p.69
• Room for elbows p.67
• Going the distance p.63
• Any three items p.61
• Trundle wheel activities p.59
• Using centimetres for measuring p.55
STEM Assessment using ICT
Barrett, J. E., Sarama, J., Clements, D. H., Cullen, C., McCool, J., Witkowski-Rumsey, C., & Klanderman, D. (2012). Evaluating and improving a learning trajectory for linear measurement in elementary grades 2 and 3: A longitudinal study. Mathematical Thinking and Learning, 14(1), 28-54.
Carr, M. & Claxton, G. (2002). Tracking the Development of Learning Dispositions, Assessment in Education: Principles, Policy & Practice, 9:1, 9-37.
Clements, D. H., & Stephan, M. (2004). Measurement in pre-K to grade 2 mathematics. Engaging young children in mathematics: Standards for early childhood mathematics education, 299-317.
Clerkin, A., Perkins, R., & Cunningham, R. (2016). TIMSS 2015 in Ireland: Mathematics and science in primary and post-primary schools. Dublin: Educational Research Centre.
Dabell, J., Keogh, B., & Naylor, S. (2008). Concept Cartoons in mathematics education. Millgate House.
Deakin-Crick, R., Broadfoot, P. & Claxton, G. (2004). Developing an effective lifelong learning inventory: The ELLI project. Assessment in Education: Principles, Policy & Practice, 11(3), 247-272.
DES. (2015). Junior Certificate Key Skills Framework
DES. (2017a). STEM Education Policy Statement 2017-2026. Retrieved January 2018 from https://www.education.ie/en/The-Education-System/STEM-Education-Policy/stem-education-policy-statement-2017-2026-.pdf
DES. (2017b). Digital Learning Framework (Primary). Retrieved January 2018 from http://www.pdsttechnologyineducation.ie/en/Planning/Digital-Learning-Framework-and-Planning-Resources-Primary/
Drake, M. (2014). Learning to measure length: The problem with the school ruler. Australian primary mathematics classroom, 19(3), 27.
Dunphy, E., Dooley, T. & Shiel, G. (2014). Mathematics in Early Childhood and Primary Education. Research Report 17. NCCA.
Fibonacci project. (2013). Tools for enhancing Inquiry in Science Education. Retrieved February 2018 from http://www.fibonacci-project.eu/
Gardner, M. (2017). Understanding integrated STEM science instruction through the
experiences of teachers and students. Retrieved February 2018 from https://surface.syr.edu/cgi/viewcontent.cgi?article=1686&context=etd
Kellett, M. & Nind, M. (2003). Implementing Intensive Interaction in Schools.
Holden, M. (2017). STEM for Fun. Unpublished Masters thesis. Dublin City University.
NCCA. (1999). Primary Science Curriculum.
NCCA. (1999). Primary Maths Curriculum.
NCCA. (2006). Aistear Framework.
NCCA. (2017). Primary Maths Curriculum. Draft Specification. Infants- 2nd.
Rosicka, C. (2016).Translating STEM Education Research into Practice. ACER. Retrieved January 2018 from https://research.acer.edu.au/professional_dev/10/
Smith, G. (2014). An innovative model of professional development to enhance the teaching and learning of primary science in Irish schools. Professional development in education, 40(3), 467-487.
Snape, P., & Fox-Turnbull, W. (2013). Perspectives of authenticity: Implementation in technology education. Retrieved January 2018 from https://link.springer.com/article/10.1007/s10798-011-9168-2
Stephan, M., & Clements, D. H. (2003). Linear and area measurement in prekindergarten to grade 2. Learning and teaching measurement, 3-16.
Suh, J. (2007) “Tying it all Together”. NCTM.
TERC. 2011. The Inquiry Project. Retrieved January 2018 from https://www.cgcs.org/cms/lib/DC00001581/Centricity/Domain/155/InquiryProjectOne-Pager.pdf
Van den Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and Middle School Mathematics Teaching Developmentally (Eight ed.).
Whitin, P. E. (2007). The Mathematics Survey: A Tool for Assessing Attitudes and Dispositions. Teaching Children Mathematics, 13(8), 426-433.
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