Transcript

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If you want to build higher,dig deeper

Cornwall Teachers’ Conference25th March 2014

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Five strands of mathematical

proficiency

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

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The ‘new’ site

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Themed Collections

Linked resourcesTeacher/Student audiencesCurriculum contentMathematical processes

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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

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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

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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?

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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

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NRICH problems require students to work mathematically

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

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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

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What next…

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

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Cornwall Teachers’ Conferencehttps://nrich.maths.org/cornwall2014

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