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http://nrich.maths.org If you want to build higher, dig deeper Cornwall Teachers’ Conference 25 th March 2014

# If you want to build higher, dig deeper Cornwall Teachers’ Conference 25 th March 2014

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The ‘new’ site

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http://nrich.maths.org

If you want to build higher,dig deeper

Cornwall Teachers’ Conference25th March 2014

http://nrich.maths.org

Five strands of mathematical

proficiency

NRC (2001) Adding it up: Helping children learn mathematics

http://nrich.maths.org

The ‘new’ site

http://nrich.maths.org

Themed Collections

http://nrich.maths.org

Dicey Operations in Place Value, Integers, Ordering & Rounding – Stage 3

Factors and Multiples Challengein Factors, Multiples and Primes

M, M and Min Processing and Representing Data

http://nrich.maths.org

Some (quick) ways to (probably) make consolidation tasks more interesting

• reverse the question

• greater generality (what if…?)

• seek all possibilities

• look at/for alternative methods

http://nrich.maths.org

What are the coordinates of the mid-point between

(2, 1) and (6, 9)?which pairs of points have

(4, 5) as a mid-point?

if (4, 5) is one third of the way along a line what could the two

end-points be?

what other integer points lie on the line joining (2, 1) to (6, 9)?

can you find two (or more) ways to find the mid-point between two points?

http://nrich.maths.org

Now take a topic you’ve just taught,or are about to teach,

and look for opportunities to

• reverse questions

• search for generality

• list all possibilities

• consider alternative methods

http://nrich.maths.org

NRICH problems require students to work mathematically

Exploring → Noticing Patterns→ Conjecturing → Generalising → Explaining→ Justifying → Proving

http://nrich.maths.org

I don't expect, and I don't want, all children to find mathematics an engrossing study, or one that they want to devote themselves to either in school or in their lives. Only a few will find mathematics seductive enough to sustain a long term engagement. But I would hope that all children could experience at a few moments in their careers ... the power and excitement of mathematics ... so that at the end of their formal education they at least know what it is like and whether it is an activity that has a place in their future.

David Wheeler

http://nrich.maths.org

What next…

CPD Follow-up page: http://nrich.maths.org/7768