Maths+index

[|Scaffolding numeracy in the Middle Years (DEECD)]
[|Authentic tasks with examples] [|Learning and Assessment framework for multiplicative thinking] [|Learning plans for multiplicative thinking] Plans are in Maths folder in Dropbox. Explanation and other info is on this site.

media type="youtube" key="3sN3dEVeMb8" height="360" width="480" media type="custom" key="11602484"
 * Dan Meyer: TED talk Maths Class Needs a Makeover**

media type="youtube" key="Kkw8olIKu9s" height="360" width="480"
 * Zome Tools**

media type="custom" key="11602084"


 * What Works Better than Traditional Math Instruction**
 * By Alfie Kohn** **Why the Basics Just Don’t Add Up**

The still-dominant Old School model begins with the assumption that kids primarily need to learn “math facts”: the ability to say “42” as soon as they hear the stimulus “6 x 7,” and a familiarity with step-by-step procedures (sometimes called algorithms) for all kinds of problems -- carrying numbers while subtracting, subtracting while dividing, reducing fractions to the lowest common denominator, and so forth......

Read the full article to get a better understanding as to why maths tasks should revolve around making meaning and promoting thinking.... rich tasks, problem solving, authentic... (sounds like Inquiry :)

= Maths seminars = Four seminar run at the same time. (9:30 is a possibility) Each seminar is focused on a 'different level of ability' within the one concept. Seminars are repeated at the same time the following week. Students choose which seminar they go to based on the indicators given in kidspeak on livebinder. Students may choose to go to the same seminar the following week or to a different seminar. All students are to participate in seminars. Floating staff will support the seminar staff. Students set time aside to work on tasks following the seminar.

=Contents= Factors Graphing