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A mathematical journey through the arts

Jacki Craggs & Matt Hayes

+Today…

9.40 to 10.50 –   Session 1 – Part 1

10.50 to 11.10 – Break

11.10 to 12.20 – Session 1 – Part 2

12.20 to 13.30 – Lunch & Resource Sharing/Performances

13.30 to 15.30 – Session 2

mathsjourney.wikispaces.com

via “Cover It Live”

+Agenda

Essential Agreement

Ice Breaker Activity

Sharing our beliefs about Mathematics

Think – Pair – Share

Maths & Art

Action Planning

Reflection✗

+Expectations

Mr Hayes… when are we going to do maths?

Charlie

+PYP Philosophy

Maths is a global language through which we make sense of the world around us.

Students to become fluent users of this language.

Mathematics as a way of thinking rather than as a fixed body of knowledge.

Students acquire mathematical understanding by constructing their own meaning, concept by concept, through ever increasing levels of abstraction.

+Tuning In

+The book as a hook…

provides a meaningful context for mathematics. (Whitin & Wilde, 1992; Whitin & Whitin, 2004)

allows students to see how math is applied in the real world. (Braddon, Hall, & Taylor, 1993)

provides students with real-world applications and fosters, supports, and celebrates math as a language. (Whitin & Wilde, 1992)

allows children to think, reason, solve problems, compare and contrast, critique, and communicate in both old and new ways. (Duocolon, 2000)

allows children to gain experience with solving word problems in familiar stories. (Ward, 2005)

Students at all levels benefit with an improved understanding of mathematics by listening to stories about mathematics. (Wilburne & Napoli, 2008)

According to various researchers, there are numerous benefits of integrating children’s literature into mathematics instruction.

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Read “The Shopping Basket”

+“What did you think about the story?”

Thinking Hats

Making connections Making sense of the world around us Constructing meaning – concept by concept

Look at the story as… A reader/an author An artist A mathematician

+An artist

You will need to make: A basket 6 eggs 5 bananas 4 apples 3 oranges 2 doughnuts 1 packet of crisps

+Mathematicians

We identified: Adding Taking away Triangle

We asked: What is addition? How would you explain adding to a Year 1 student?

+Developing Understanding of Addition

1. Verbal action stories that involve joining.

2. Use materials to show the situations using “and”.

3. Introduce symbols to represent this process

4. Ensure the children can match symbols, materials and stories.

5. Emphasise the part/part/whole aspect

6. Extend the language of addition

+Addition

“In order to prepare for higher level processes, children first need to build a full conception of the operation rather that simply focus on an answer. The role of materials and language in building this understanding is essential”

“Only when children are able to visualise and talk about addition can symbols be meaningfully introduced as a concise way of representing the operation.”

Booker et, al. (2010)

+Addition machine

2. Use materials to show the situations using “and”.

Make up your own “story” using the addition machine…

Share the story with a partner…

+Doubling

We read “Doubling Fun with Annie Ant”…

+The Bugs

How else could we use ‘bugs’ to help us?

Bugs helped us to move from concrete materials to picture representations.

Can you show 4 + 4 on your ladybird? What about 24 + 34? How about 134 + 324?

+The Caterpillar

+What do these symbols mean?

+Subtraction

There are now only four chickens, In the farmer’s pen.How many chickens did she have and what happened to them?

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+Developing understanding of subtraction

1. Verbal action stories that involve takeaway.

2. Use materials to show the initial number, then remove the amount that is taken away.

3. Introduce symbols to represent this process

4. Ensure the children can match stories, materials and symbols.

5. Emphasise the part/whole/part aspect

6. Extend the subtraction concept to include the missing part and comparison.

+Subtraction as “takeaway”…

+Bugs for takeaway…

How could we use a ladybird for takeaway?

38 – 24

42 – 18

+Caterpillar

+Thinking

How do you feel about using manipulatives for addition?

+What’s going on?

What strategies are the student using?

Movie Clips