In My Maths Class you will see....
- TUNING IN GAMES
- MANIPULATIVES
- MULTIPLE REPRESENTATIONS
- MINI WHITEBOARDS
- DIFFERENTIATED LEARNING
- HANDS-ON TASKS
- AUTHENTIC REAL WORLD TASKS
- COLLABORATION
- PEER LED EXPLANATIONS
- CLEAR LEARNING GOALS
- ONGOING ASSESSMENT
PHILOSOPHY OF MATHEMATICS TEACHING
The type of maths teacher I want to be is one that is enthused, excited and willing to be creative when it comes to teaching mathematics. I strongly believe in the use of manipulatives, as well as visual and multiple representations for students. Hands on authentic learning is vital for students to understand that maths is everywhere in their lives and is a vital concept to learn.
An authentic task is
- purposeful and engaging
- models how people solve real problems in work and/or communities
- puts knowledge to work
- potentially demonstrates what students know and can do
- supports multiple representations and solution strategies
- offers opportunities for meaningful learning and higher order thinking
- results in some product, presentation or outcome as a result of the deliberations of the group and/or individual.
(Bragg, 2016)
Students in my class will be encouraged to take risks and explore their mathematic knowledge and learn new concepts in an environment that is safe and supportive.
An authentic task is
- purposeful and engaging
- models how people solve real problems in work and/or communities
- puts knowledge to work
- potentially demonstrates what students know and can do
- supports multiple representations and solution strategies
- offers opportunities for meaningful learning and higher order thinking
- results in some product, presentation or outcome as a result of the deliberations of the group and/or individual.
(Bragg, 2016)
Students in my class will be encouraged to take risks and explore their mathematic knowledge and learn new concepts in an environment that is safe and supportive.
Figure me out?
This lesson I developed initially while on practicum in a Grade 4 class. The purpose of the task is to use personal attributes, such as 'the number of letters in my name', or 'my birth month', to individualise answers. The students are required to devise a question that will meet the sum of their answer. In Grade 4 this was used as a way to apply the multiplication and division skills at the end of the unit. Students were differentiated in terms of how many numbers they used, students who wanted a challenge were asked to use more than 2 numbers in their equation.
While on placement in Canada, I adjusted this same lesson to meet the needs of the the Grade 2/3's. We used addition and subtraction to create equations. At the end of the lesson students go around and look at each others figuring out details about their classmates, such as when their birthday is or how many pets they have. This lesson could also be used at the start of a school year as a way to get to know your students and give you some diagnostic assessment to see where the students are at. |
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Links to AITSL standards:
1.2 Understand how students learn
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.1 Content and teaching strategies of the teaching area
3.3 Use teaching strategies
3.6 Evaluate and improve teaching programs
4.1 Support student participation
1.2 Understand how students learn
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
2.1 Content and teaching strategies of the teaching area
3.3 Use teaching strategies
3.6 Evaluate and improve teaching programs
4.1 Support student participation