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School Direct Twilight 23/4/15
Cut the paper in such a way that it makes a ring that each person in the group could step through.
A is for angleB is for………C is for……….
Check in Activity . . .
1
32
4
1
3 6
10
15 21
A B
C
D
E
A memorable picture?
A Powerful Force
‘Imagery is a powerful force for perception and understanding. Being able to “see” something mentally is a common metaphor for understanding it. An image may be of some geometrical shape, or of a graph or diagram, or it may be some set of symbols or some procedure.’
Open University
Aims
To reflect on current practice in providing opportunities for developing visualisation
To engage in a number of activities that involve visualisation and reflect on the key skills and attitudes involved
To explore ways that visualisation can be incorporated into classroom practice
To consider resources that might be useful
Current Practice
Consider the visualisation opportunities you offer your children in your mathematics lessons.
Activity
Shape Reveal Game
shapereveal.exe
Shape Target Board
Guess my shape/bingo etc
The Importance of practical resources. Common sense? I’m afraid not. . .
Don’t believe me?
Level 5 64%
Level 4 25%
Level 4
Plan Front View Side View
THE TOWER
Can you build the tower from the seven pieces drawn below
How many nets of a cube are there?
Create 2 squares and 4 triangles
using 8 matchsticks
Nets
What shape does this net make?Which face is opposite GHJK? Which edge meets IL? Which points meet at A?
Progression in visualisation
Practical experiences
Visual experiences
Abstract experiences
Applying it- the ultimate aim .. .
Draw a rectangle in which the area and perimeter are numerically equal. . .
Understanding big ideas, how could you work out the area of this trapezium?
9cm
14cm
8cm
How many squares can
you see?
How about now?
Board Number of small squares
Total Number of squares on the board
1 1 12x2 4 53x3 9
Can you see a pattern?
How many
squares on a
chess board?
I wonder how many squares there would be on a chess board that
was 16 x 16?
Points to consider
1. The ability to visualise representations, pictures or images and then adapt/change them is an important tool in learning mathematics.
2. Children need extensive practical experiences in all aspects of mathematics.
3. Visualisation is not about blue-sky thinking.
4. Visualisation activities in YR might look quite different to visualisation activities in Y6.
Key Messages
Visualising is a critically important skill in developing mathematical understanding.
Visualising does not tend to appear in published schemes.
As teachers we need to ensure that we are very aware of all the processes of mathematics and so we must always attempt to know what our students are visualising.
Resources
•NNS Shape and Space booklet•nrich website •Beam – ‘Eyes closed’•Anita Straker – ‘Talking Points in Mathematics’ •Maths Trails - Visualisation•Talk for maths – mind’s eye•Open University – Learning Space – ‘Using Visualisation in Mathematics Teaching’
