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KS2 Workshop. NQT Inspiration Day. Guess the Dominoes Consecutive numbers Stringy quads School Trip. The teacher. Doing Saying Asking. Children can do more than you think Children’s own problems Importance of talk and questioning Children as mathematicians. - PowerPoint PPT Presentation
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KS2 Workshop
NQT Inspiration Day
Guess the Dominoes
Consecutive numbers
Stringy quads
School Trip
The teacher
Doing Saying Asking
Children can do more than you think Children’s own problems Importance of talk and questioning Children as mathematicians
Low threshold high ceiling
Everyone can start - accessible to (almost) everyone
Support for those who need it whilst challenging more confident/capable
Have potential for high level of challenge Often combines consolidation with
reasoning Help to develop classroom community of
enquiry
Opportunities
Questioning Assessing ???
Threats
‘Effective teaching requires practitioners to help children see themselves as mathematicians. For children to become (young) mathematicians requires creative thinking, an element of risk-taking, imagination and invention - dispositions that are impossible to develop within the confines of a work-sheet or teacher-led written mathematics.’ Worthington and Curruthers 2007
Valuing mathematical thinking
Creative climate and conjecturing
atmosphere
Purposeful activity and discussion
Conditions for learning
Valuing mathematical thinking
What behaviours do we value in
mathematics and how can we encourage
them in our classrooms?
Behaving like a mathematician Conjecturing Justifying Verifying Generalising Proving Working systematically Visualising
Simmering
Choice and possibility Independence Over time Setting own questions
Low threshold high ceiling
Purposeful activity
Give the pupils something to do, not something to learn;
and if the doing is of such a nature as to demand thinking;
learning naturally results.John Dewey
NRICH website
Purposeful consolidation
6 + 4 = 10
10 take away 9 makes 1
1 add 17 is 18
18……
Competitive aim – stop your partner from going
Collaborative aim – cross off as many as possible
What is the mathematical knowledge that is needed to play?
Who would this game be for? What is the value added of playing the
game? Could you adapt it to use it in your
classroom?
Nice and nasty
Three in a row
20 40 8050 100 200
14
25
35
15
12
34
15 8 50 15 15 25
24 20 32 12 50 48
12½
4 45 40 60 37½
30 20 5 50 40 40
120 25 75 10 60 150
100 80 20 16 10 40
Which would you rather?
Bingo
A numbers 1-12B numbers 1-36C numbers 1-100
Repeats and exceptions allowed
Can be used as an introduction Can be used to consolidate (formative
assessment) Can be used as a final (summative) assessment Often includes element of discovery which is
then formalised by teacher. Open ended to allow simmering Combines curriculum content with mathematical
thinking Whole class memory
Games are good..
For each
Consolidation Conversation Competition Choice Creativity Collaboration Community Challenge