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?