CPD 2

CREATIVE NUMERACY

27 Feb 2008

Venus Carew

“I am interested in mathematics only as a creative art.” (G.H.Hardy, London 1941)

Fire alarmLocation of conveniencesDelivery timesGroup workAny other questions?

Health and Safety

What is Creativity?What is Creativity?Creativity is a mental

process involving generation, or of discovering new

associations between existing ideas or

concepts.

An alternative, more everyday concept of creativity is that it is

simply the act of making something

new.

Creative Introductions

Introduce yourself including:

•The number of your name

•Three things (properties) about the number of your name, eg odd, square, factors, etc.

•What did you have to do to get here?

Learning objectives:By the end of the session you will have:

Clarified assumptions about teaching and learning of mathematicsOutlined ways to help learners become more actively engaged in own learningIdentified nature and causes of learners’ mistakes and ways to use them to promote learningExamined ways of making questioning more effectiveProduced an action plan to improve own teaching of mathematics.

Number energiserNumber energiser

energisers27 energisers27 Feb.notebookFeb.notebook

What are my perceptions, views about teaching

numeracy?What do we teach? How do we teach it?

Before we discuss how to become better at teaching and supporting learning of numeracy we need to explore and reflect on our own view and perceptions about the teaching and learning of mathematics. Rank

In your group, discuss the statements

and then individually rank them from 1 - 5:1 = almost never 2 = occasionally3 = half the time 4 = most of the time5 = almost always

Activity

Ranking Practice Statements

Multiple of 6 Right handMultiple of 4 Left handMultiple of 6 and 4 Both handsMultiple of neither No hands!

Quick Energiser

Based on years of research andreflection on teaching of maths

andnumeracy. In your group discuss and

decidewhich ones you use in your

teachingor support sessions.

How can we make our teaching even better?

Principles of Effective Teaching

A, B, C, D

So what are Principles of Effective Teaching

Handout of the 8 principles

DO YOU AGREE WITH THEM

WILL YOU BE ABLE TO PUT THEM INTO PRACTICE?

What are errors, mistakes and misconceptions?

What are errors, mistakes and misconceptions?

Working in pairs, write down one mathematics mistake you have come across in your teaching/support?

Explain why you think learners make this mistake?

What are errors, mistakes and misconceptions?

Now look at the examples of learners’

Work (CPD2.1) For each one Write down the nature of the

error. And the thinking that may have

led to this error?

Why do learners make mistakes?

Lapses in concentrationLapses in concentration Hasty reasoningHasty reasoning Memory overloadMemory overload Failure to notice pointsFailure to notice points

Or is it due to misconceptions Or is it due to misconceptions which arewhich are

necessary stages in conceptualnecessary stages in conceptual

development?development?

Common Generalisations

Have a look at CPD 2.3Have a look at CPD 2.3 Can you add other examples to Can you add other examples to

the list?the list? Can you think of a mathematical Can you think of a mathematical

misconception you have had?misconception you have had? How did you overcome it?How did you overcome it?

How do we deal with mistakes and misconceptions?

Avoid them?Avoid them?

Use them as learning Use them as learning opportunities?opportunities?

comparing decimals of different lengths

Write decimals in order of size beginning with the smallest: Write decimals in order of size beginning with the smallest:

0.75, 0.4, 0.375, 0.25, 0.125, 0.75, 0.4, 0.375, 0.25, 0.125,

0.04, 0.80.04, 0.8

Group activitycomparing decimals of different

lengths To correct a misconception about To correct a misconception about

decimals: card set 16 - 5decimals: card set 16 - 5

For each decimal number, find 2 For each decimal number, find 2 cards that represent that number cards that represent that number and explain your reasons!and explain your reasons!

Must be lunch time!!Must be lunch time!!CollaborationNetworking

Reflection on articles/activities/ideas

And the six faithful serving And the six faithful serving menmen

“I keep six faithful serving menWho teach me well and true.Their names are

• What and

• Where and

• When And

• How and

• Why and

• Who.”

Why do we ask questions?Why do we ask questions?

Teachers nearly always know the answers Teachers nearly always know the answers toto

the questions already, so why ask them?the questions already, so why ask them?

How can we develop Questioning?

How many times can you subtract 7 from 83 and what is left afterwards?

You can subtract it as many times as you like and it leaves 76 each time!!

To interest, engage, recall, assess, focus

Also to: Extend thinking, promote reasoning,

problem solving, thinking, evaluation and reflection.

Why do we ask questions?

In your group discuss characteristics of effective and ineffective questioning.

Sort the cards into 2 sets Now put all the cards in a continuum

from most effective strategy to the least effective strategy.

Feedback to the whole group.

Do we use effective or ineffective questions? Cards CPD5.1

CPD5.2 Open mathematical questions

CPD5.3 Making up your own questions

Follow up activitiesAlways true, or sometimes true? 18-5

What types of questions can we ask?

Group Creative Activity

Plan a session:

Think of a session you will be teaching in your own setting

Use some of the ideas and activities discussed here to produce a draft lesson plan

Action planning

How can we make our sessions more effective using

better questioning skills and

common misconceptions

to promote effective learning.

Evaluation and Reflection

Please complete evaluation sheets

Identify areas of training needs

Keep a note of your action plan

Any questions please?

What is the answer to

the universe?

And a must read article about the Beauty of Maths

BBC NEWS | Magazine | The beauty of maths

And very FinallyCongratulations for attending Creative

Numeracy 2!!BE HAPPY AND KEEP SMILING

We hope you enjoyed your time here and benefited

from the session

http://www.teachers-direct.co.uk/resources/quiz-busters/quiz-busters-game.aspx?game_id=4660

Blockbuster quiz

Quiz-Busters - Maths !!!! - from teachers-direct

http://www.teachers-direct.co.uk/resources/quiz-busters/quiz-busters-game.aspx?game_id=4660

Another one

http://www.teachers-direct.co.uk/resources/quiz-busters/quiz-busters-game.aspx?game_id=114

Quiz-Busters - Algebra - from teachers-direct

Once upon a Time

11 was a race horse

12 was 12

1111 race 1 day

12 112

I need a new mind set to do

this puzzle!