Enriching the Secondary Curriculum Using mathematics lessons creatively

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Enriching the Secondary CurriculumUsing
mathematics lessons creatively

• 23rd October 2008

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Doing

• Multiply any three numbers (you can use them more
  than once).

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The aims for the meetings are

• To offer the opportunity to develop the
  mathematics curriculum
• To strengthen skills in the planning and teaching
  of mathematics
• To share good practice in delivering exciting,
  motivating and effective lessons

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Objectives

• To share and develop good practice
• To consider creative ways of problem setting and
  solving
• To develop resources for a variety of effective
  lessons

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Agenda

• 115 Coffee chat
• 130 Feedback from last time
• 200 Creating problems doing and undoing
• 300 Tea
• 315 Developing ideas
• 415 Next steps
• 430 Close

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2. Interpreting multiple representations

• Learners match cards showing different
  representations of the same mathematical idea.
• They draw links between different representations
  and develop new mental images for concepts.
• Make your own multiple representations (later)

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3. Evaluating mathematical statements

• Learners decide whether given statements are
  always, sometimes or never true.
• They are encouraged to develop
• rigorous mathematical arguments and
  justifications
• examples and counterexamples to defend their
  reasoning.

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From last time

• Interpreting multiple representations
• Evaluating mathematical statements.

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4. Creating and solving problems

• Learners devise their own mathematical problems
  for other learners to solve.
• Learners are creative and own the problems.
• While others attempt to solve them, learners take
  on the role of teacher and explainer.
• The doing and undoing processes of
  mathematics are exemplified.

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Doing and undoing processes
Kirsty created an equation, starting with x 4.
She then gave it to another learner to solve.
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a4

• Write some simple and complex statements that are
  true if a4
• Which ones would students find easy/difficult?
• SMART file

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Doing and undoing processes
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Doing and undoing processes
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Developing an exam question
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Developing an exam question