TMG

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TMG

• Bedfordshire maths professional study group

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• Kim McEwan Maths AST
• Barnfield West Academy, Luton and
• Bedfordshire
• (kimmarg_at_msn.com)
• Liz MacKay Lead Professional
• Wootton Upper School (emackay_at_wootton.beds.sch.uk)

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Agenda

• Introduction and good practice                 
  Kim
• Algebra Antics                                    
     Kim
• Feedback from origami and Venn that Tune Liz
• More Origami
  Fran
• Crafty Codes
  Sandy
• Coffee
• Book and website of the month             Liz
• Mystery feedback                                  
                   Liz
• Mystery Development Liz and Kim
                                                  
      

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Mathematics understanding the score

• .It is of vital importance to shift from a
  narrow emphasis on disparate skills towards a
  focus on pupils mathematical understanding.
  Teachers need encouragement to invest in such
  approaches to teaching.
• 
  (Ofsted 2008)
• )

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• Representing
• I have been
• trying to see how I can use my mathematical
  knowledge to solve the problem
• making the problem easier by breaking it down
  into smaller parts or by using drawings/symbols
  to help me
• comparing, evaluating and choosing
  representations of a situation
• choosing which information is going to help me,
  what methods to use to solve the problem and what
  tools might be useful

• Mathematical Processes and Applications

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• Analysing
• Use appropriate mathematical procedures
• I have been
• making accurate mathematical diagrams, graphs and
  constructions
• calculating accurately, using appropriate methods
  and notation
• manipulating numbers, algebraic expressions and
  equations
• recording methods, solutions and conclusions
• estimating, approximating and checking

• Analysing
• Use mathematical reasoning
• I have been
• seeing the connections between this problem and
  others that Ive solved before
• visualizing (imagining in my head) and working
  with images
• identifying and classifying patterns
• using what I know about a problem I have already
  solved to help me decide on a rule to solve all
  problems of this type, and say why I think my
  rule will work
• exploring what happens when the numbers in the
  problem change
• listening to feedback and learning my from
  mistakes
• working logically and systematically
• identifying a range of techniques that could be
  used to tackle a problem

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• Interpreting and evaluating
• I have been
• looking for patterns (and sometimes things that
  dont fit the pattern) that will show people my
  idea is correct
• thinking about whether my answer is sensible and
  accurate
• differentiating between evidence and proof
• making sense of someone elses work and
  explaining to them a better way of doing

• Communicating and reflecting
• I have been
• talking or writing about what I did and found out
  people who are listening to me or reading my
  work can understand what Ive said
• working in a pair or group - we talked about how
  to solve the problem, compared results with each
  other and worked out better ways to solve the
  problem
• thinking about different methods which end up
  giving the same result
• showing how this problem is similar to others

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Algebra Antics

• Representing
• Analysing
• Use mathematical reasoning
• Analysing
• Use appropriate mathematical procedures
• Interpreting and evaluating
• Communicating and reflecting

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(No Transcript)
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Feedback from Origami and Venn that Tune
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More Origami

• Representing
• Analysing
• Use mathematical reasoning
• Analysing
• Use appropriate mathematical procedures
• Interpreting and evaluating
• Communicating and reflecting

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Crafty Codes

• Representing
• Analysing
• Use mathematical reasoning
• Analysing
• Use appropriate mathematical procedures
• Interpreting and evaluating
• Communicating and reflecting

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Book and Website of the Month

• Cabinet of Mathematical Curiosities
• by Ian Stewart ISBN 978-1-84668-064-9

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Mystery Development

• Maths/ICT/PSHE Ruth
• Maths/Science (CSI) Fran
• Maths/Science/Geography Sandy
• Maths/History/PE/RE

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Mystery

• Representing
• Analysing
• Use mathematical reasoning
• Analysing
• Use appropriate mathematical procedures
• Interpreting and evaluating
• Communicating and reflecting

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• Next meeting Tuesday 19th March