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Reflecting on Teaching and Learning Mathematics Seán Delaney Coláiste Mhuire Day 2

Reflecting on Teaching and Learning Mathematics

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Reflecting on Teaching and Learning Mathematics. Se án Delaney Col áiste Mhuire Day 2. Day 2 Overview. Review of Day 1 Comment Cards Children and Mathematics Individual differences in learning mathematics Introduction to Place Value. Review of Day 1. - PowerPoint PPT Presentation

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Page 1: Reflecting on Teaching and Learning Mathematics

Reflecting on Teaching and Learning Mathematics

Seán Delaney

Coláiste Mhuire

Day 2

Page 2: Reflecting on Teaching and Learning Mathematics

Day 2 Overview

• Review of Day 1

• Comment Cards

• Children and Mathematics

• Individual differences in learning mathematics

• Introduction to Place Value

Page 3: Reflecting on Teaching and Learning Mathematics

Review of Day 1

• Journal ‘fastwrite’: What do you remember from yesterday’s session?

• Retreat• Teachers’ experiences and expertise rarely passed on• “Teaching the books and not the children”• Professional empowerment v. parents’ requirements• Wiles video(mistakes, vocation, ‘Connecting the

unconnected’)• ‘Wait’ time• How to use equipment?• 100th day• http://www.smn.co.jp/e/key/0121k01e.html

Page 4: Reflecting on Teaching and Learning Mathematics

Comment Cards

• Pace a bit slow. Need to be a bit more focused sometimes.

• Very good introduction. Food for thought etc. • Really practical planning and class/group/individual

practice would be good.• Course was well conducted, organised and enjoyable so

far, with very interesting contributions and communication between participants.

• Can we have a list at the end of the week of any books, resources, websites etc. mentioned?

• www.mie.ie/staff/sdelaney

Page 5: Reflecting on Teaching and Learning Mathematics

Warm-up Activity

• Place value Bingo

• Follow-Me games

• Subitising and ten-boxes

Page 6: Reflecting on Teaching and Learning Mathematics

Children and Mathematics

JOURNAL ENTRY• Think of a pupil in you class this year who

might have prompted you to take this course. • What do children find most difficult in

mathematics?• What mistakes do children make most often?

Page 7: Reflecting on Teaching and Learning Mathematics

Children as Mathematicians

• Define an odd number/ even number• Conjecture (Formation of conclusions from

incomplete evidence; guess)• 7 minutes into the class. A boy (Benny) has just

observed that even numbers can be made from even numbers e.g. 2+2=4.

• Video• What 3 definitions of even numbers are used?• Justify (say for the principal) the time spent on

allowing the discussion to continue.

Page 8: Reflecting on Teaching and Learning Mathematics

Individual Differences in Learning Mathematics

• What kind of tasks do pupils have to do in mathematics class?

Page 9: Reflecting on Teaching and Learning Mathematics

Sources of Differences in Mathematics Classes

• Conceptual processing (Concrete to abstract; rules)

• Language (Reading questions; class discussions; maths vocabulary)

• Visual-spatial processing (3-D shapes; aligning numbers)

• Organisation (Steps in a procedure; recording data)

• Memory (Recalling previous information; remembering steps)

• Attention (Listening to other children’s explanations; sitting still)

• Psycho-social (working in groups; playing games)

• Fine-motor (Writing; cutting and folding)

Page 10: Reflecting on Teaching and Learning Mathematics

Looking forward to Day 3…

• Bring in samples of children’s work for analysis

• Please complete comment cards

• Enjoy the weekend!