CLUSTER MEETING 3

1
CLUSTER MEETING 3

• Teachers dont merely deliver the curriculum.
  They develop, define it and reinterpret it too.
  It is what teachers think, what teachers believe
  and what teachers do at the level of the
  classroom that ultimately shapes the kind of
  learning that young people get.
• Hargreaves (1994) Changing Teachers Changing
  Times

2
Debrief on Tasks Tried

• What worked? Why?
• What opportunities did it provide for
  mathematical learning?
• HOW CAN WE BEST SHARE IT IN THE BROADER CLUSTER?

3
TASK TYPE 1

• Teachers use tasks which involve the introduction
  to, or use of models, representations, tools, or
  explanations, which exemplify the mathematics

4
Preparing to implement a type 1 task - from
experiences to date

• What is the explicit mathematical focus?
• How will I introduce the task?
• How do I manage the materials? What materials do
  I need?
• What additional activities might the class be
  involved in?
• ?

5
Something from the Geelong Cluster

• Talk with not at the students
• Explain any unknown concepts
• Acknowledge and attribute any progress
• Challenge them further by questioning
• Highlight what is known by the group as a whole
  rather than individuals
• Explore the concept further
• Revisit the original idea

6
FRACTION REPRESENTATIONS AND MODELS

• The aim of learning with a model is to give a
  student a tool to think with something that they
  can draw upon to interpret symbolic work. So
  models should be carefully chosen and used
  thoroughly and consistently for some time.

7
Linear Modelsfrom the Mathematics Continuum

• Fraction Strips some early activities in Early
  fraction ideas with models 2.5
• Activity 3 and 4
• Fraction Walls from Multiples and fractions of
  fractions 3.25
• Activity 1 and 2
• Colour me fractions previously distributed task

8
Number lines

• Number between Activity 1 Fraction as a
  number3.5
• Estimation with fractions previous task
• Ordering fractions
• Number between - decimals

9
Arrays in Multiplications

• Covering game
• Booze buses

10
TOOLS

• Linking representations eg Think board, games -
  snap, memory etc
• Explicit mathematical games eg Maze
• Sorting tasks - sorting decimals, sorting shapes.
• ?

11
Maths Continuum

• http//www.education.vic.gov.au/studentlearning/te
  achingresources/maths/mathscontinuum/default.htm

12
Thinking for next time

• What are type 1 tasks?
• What are the best ones you have tried? Why?
• What would want to share with the next cluster
  about type 1 tasks?
• What advice would you give them
• Working towards type 4
• Next meeting October 18