Creating an effective environment for Maths

1
Creating an effective environment for Maths

• Lynda Keith
• Senior Lecturer
• University of Strathclyde

2
Setting up the classroom

• How does your classroom reflect the four
  capacities?

Successful learners
Effective Contributors
Confident Individuals
Responsible Citizens
3
Setting up the classroom

• Resources
• - independently
• - collaboratively
• - encouraging investigation and talk
• Display interactive?
• Learning opportunities
• (structured / open )
• Developing the Language of Maths

4
(No Transcript)
5
(No Transcript)
6
(No Transcript)
7
Display is one of the most powerful methods of
communication in a school.
springboard to learning

excite
celebrate
stimulate
consolidate
promote
inform
beautify
8
(No Transcript)
9
(No Transcript)
10
(No Transcript)
11
(No Transcript)
12
Does it always work?
Come and post a question
What did you find out?
This week we are learning about
Can you add to our display?
13
Pick a Challenge!
5 x 19

17½ of 124
6 ? 2.5
163 - 85
14
Number Crunching

• Target number
• Use 50 10 9 2 36
• ( x ? - )

180
15
Developing a Maths area

• When environments are mathematical,
• mathematics happens.
• Measure Box
• Calculator
• Computer
• Paper grids / lines / dots
• Washing line
• Cheque book
• Measuring tape
• Number tracks, number strips, number lines
• 100 squares
• Dice / spinners
• Games
• Cut out numbers
• Tickets
• Whiteboards
• Problems to solve

16
(No Transcript)
17
(No Transcript)
18
Language of Numeracy at the Early Stages
19
Starting from Learning Books

• Focus on outcomes
• Shared language
• Activities arise from the learning
• Opportunities to practise the language
• Recording in a variety of ways
• Links to assessment

20
Resources for Mental Activities

• Number fans
• Washing Line / Human Number Line / Number puppets
• Number ladders / strips / line
• 100 squares
• Picture cards
• Show me Bears

• Digit cards
• Counting stick
• Hold in in your head
• Loop cards
• Eleflips
• Smile / Sad face cards
• Thumbs up / thumbs down
• 8 / 9 frames

21
(No Transcript)