|Photo from Pixabay|
WorkshopsI had the privilege of attending the Primary Maths Association day a few weeks ago and what a great day it was.
I enjoyed taking part in three workshops and a keynote.
- Where is Maths Going? (Keynote) See previous Post here
- Counting Counts
- Rich Tasks
- Computational Thinking in the Maths Classroom
Counting CountsPresented by Anna Noy
What I took away from this workshop:
- Reminder about teaching sets, comparing sets and removing and adding items to a set
- The need to count dissimilar objects not just sets of the same objects (usually counters) and how we can count anything even if we can't touch it
- How to check students understanding of counting what do happens when they are asked to count a group that isn't in a line? Can they stop at the right spot?
- Helping students know when to stop counting by using containers, movement and finger tracking
- Moving students from tracking by physically touching to hovering and then to eye tracking when counting
- Teaching 0 last and students needing to know that it means absence of quantity
- Ensuring students know that altogether they have counted the whole set and that the number they have at the end relates to what is there as a whole not just a tag on the last thing they counted.
|Photo from Pixabay|
- Put the fun back into math teaching!
- Rich Tasks = more than just do this, then this, really looking deep at mathematics and it's relationship to the real world
- Don't always give students the step by step instructions of how to get to the end point you had in mind for a particular lesson or group of lessons.
- Go with passions, student questions, what is on top for your students
- Rich tasks shouldn't be massive undertakings - they should be quick to setup and relevant to your students they're meant to be open ended
- The tasks should make your busy when you're with the students not before - you'll be attending to their wonderings with the task not planning what they're going to do
- Providing rich tasks can help students access the curriculum, provide the opportunity for growth in their mathematical skills and knowledge, gives the ability to look at more than one strand at once, provides relevance for students
- Teach knowledge and skills required for your rich task outside the task itself
- Give students a visual and ask probing questions 'what do you think about...?' 'what could we do with...'
- Angela recommended looking at the work of Dan Meyer here's a Ted talk he did about making over a math class to encourage students to seek problems not just solve them
Computational Thinking and the Maths Classroom
We also used hash tables and Modulo another great concept that starts in computer science but is very useful for the maths classroom.
The last activity we looked at was Parity and Other Bits - looking at comparison and binary. It was great to see how you could start this with younger learners and the potential for it to be used right through the primary maths classroom.