Takeaway Homework

After reading the book from teacher Toolkit I was inspired to create my own Takeaway Homework task for Maths. All of the examples on twitter were based around other subjects so I had a look to get some ideas.
Creating different types of activities for Maths is quite difficult but once I got thinking I started to become more creative.

Try this game with pupils at Maths Club!

Who likes to play noughts and crosses? I certainly do but it is usually over very quickly. Here is a more complicated version that gets you thinking....

You start off with a grid like this

Do you teach to the test or for understanding?

Last week I gave my students a copy of the article by Richard Skemp. It is a rather old article but unfortunately Mathematics education doesn't seem to have moved on.

He discuses the two different types of learning in Mathematics, relational and instrumental.

So what are the main differences about these two different types of understanding?

What type of Mathematics makes you tick?

I would say that all Mathematicians are geeks. I am proud to say that I am a geek but I have certain areas of Mathematics that I particularly enjoy.

I asked my trainees last week what part of Mathematics made them tick. Most said algebra as they liked the routine and the ability to get an actual answer. 

I showed them the badges below and it created a good discussion which gave me a good insight into how and why they love Mathematics so much.

Differentiation: Multiplying and dividing negative numbers

Many students find differentiating with a classroom a daunting task. They usually think that they need a different activity or worksheet for each little group of pupil's. This is NOT the case.
We spent a good amount of time discussing how you can use one resource and then differentiate it for different abilities within one class.

We were looking particularly at year 7/8 and how you would consolidate their understanding of multiplying and dividing negative numbers.

How many peas?

If you are ever looking to do a functional activity that looks a volume and brings in lots of other maths then this is a project for you.
I did this lesson with a year 8 set 2. They had already spent a lesson calculating the volume of lots of different 3D shapes but needed to think about applying their knowledge to a real life problem.

Always, Sometimes, Never - Fractions

During the session last week we looked at some of the misconceptions and issues surrounding fractions, decimals and percentages.

We only managed to scratch the surface but the discussions that took place were excellent.

Early Entry for GCSE:Pragmatism or folly?

Last night I hosted the #mathscpdchat for @NCETM on twitter.

The topic, rather coincidently was Early Entry. I really enjoyed the discussion that took place with many teachers,Early entry for GCSE Maths: pragmatism or folly?  with most highlighting the issue surrounding early entry being a blanket approach. However, some comments were also made about the variety of qualifications made available for Post-16 students.

A Levels are among the most robust but we need alternatives that all pupils have access to. One option would be to provide a qualification that encompasses mathematical skills that pupils will use in every day life and certain jobs. I know that we have functional maths qualifications but who actually takes them?

Early Entry-for the students or the school?

I have just spent the afternoon trawling twitter and the internet and I came across a lovely article that was upload to twitter.

This article from the Sunday Times highlights a big issue that has started to get out of control.
I taught in a secondary school for 9 years, slowly building up the reputation of Mathematics and the results started to follow. We created a set X which was for the brightest most able students. They were fast tracked and sat their GCSE at the end if year 10. During year 11 they completed AS modules, some actually banking these and going straight onto A2 when they went to college.

The students worked really hard and the competition to get into "Set X" was evident. All other students sat their GCSE at the end of year 11.

What makes a good Mentor/Mentee?

As my trainees are already in school I felt it was necessary to discuss the features of a good mentor and mentee. The relationship between a mentor and mentee is vital if the trainee is going to make the expected progress over the 9 months of the PGCE.

Hints and tips for your first day in school.