Presentation on theme: "Mathematics Task Centre Learning"— Presentation transcript:
1 Mathematics Task Centre Learning A Model For Teaching and LearningWORKING MATHEMATICALLY
2 If teachers of mathematics had to teach football, A focus for the Working Mathematically teacher is to help students develop mathematical skills in the context of problem posing and solving.Afzal Ahmed, one time professor of mathematics at Chichester, UK, once quipped:If teachers of mathematics had to teach football,they would start off with a lesson on kicking the ball, follow it with lessons on trapping the ball and end with a lesson on heading the ball.At no time would they play a game of football.Such is not the case when teaching a Working Mathematically curriculum.[“Working Mathematically - an investigative approach to learning.”Maths300, Curriculum Corporation]
3 OutcomesFor studentsWorking MathematicallyUse of Concrete Materials - more real, less abstractPositive EnvironmentGroup Work and Individual LearningWorking at Own Pace and Ability
4 Outcomes For teachers Learn while you teach! Get to know students better……As students…As students learning mathematicsCreate open, active, enjoyable learning environmentsEffective Mixed-Ability TeachingStudents are extended normally and naturally
5 Task-Centre Learning Models Design of specific units to teach concepts, practise skills and try applicationsTasks brought into the classroom within a Curriculum UnitTasks aimed at a concept or solving problems around a strandPossibly a model for us in the future?An actual Task CentreStudents brought into the task centre‘Separate’ but still integral part of curriculumA ‘working mathematically’ time each week/fortnight for each classTasks housed centrally; secure, accessible, manageableRoom set up for group work, appropriate displaysA Focus and IdentityTangible presence of the mathematics faculty in the schoolA place for KLA meetings, parent meetings, maths clubs
6 What is a Task? A problem for students to solve Concrete materials suppliedThe tip of an ‘iceberg’Each task has three lives:A problem for a pair of studentsA whole-class problem to solveA deeper investigation (guided)
7 From Fermat’s Last Theorem (author Simon Singh) "It was so indescribably beautiful; it was so simple and so elegant. I couldn't understand how I'd missed it and I just stared at it in disbelief for twenty minutes. Then during the day I walked around the department, and I'd keep coming back to my desk looking to see if it was still there. It was still there. I couldn't contain myself, I was so excited. It was the most important moment of my working life. Nothing I ever do again will mean as much."(This is how mathematician Andrew Wiles describes his experience upon finally solving a mathematical problem that had not been solved by all the great mathematicians. He first became interested in the problem when aged 10.)Is it possible that we can create happy, healthy, cheerful, productive, inspiring classrooms where all students can experience that same joy of discovery?[Text of an address to the Annual Conference, Mathematical Association of Victoria, December 5th, 2002.]
8 WORKING MATHEMATICALLY Work With ProblemsSelect StrategiesAsk - Whathappens if …?Check/Learn from Results –Publish WorkDevelopment of necessary skillsWorking Like a MathematicianBALANCED CURRICULUM
9 Why TASKS? Directly linked to the ‘sister’ project Maths300 Teaching and Learning VarietyTeaching and Assessing ‘Working Mathematically’ – VELSSupported with a ‘living’ website and PD programsDecades of good teaching and learning practicehas come together
10 Plan for Success Danger of adopting a ‘Butterfly’ approach. Students casually drifting from one task to the nextStudents may be resistant to exploring the iceberg. ‘I’ve done what the card says.’Assessment and Record-keeping are critical to the successful use of tasksTwo-tier ApproachRegular Short ‘Journalling’Completion – signature and questioningChecklist completed after each sessionNote-taking or anecdotage for feedback/reportingMathematics ReportsLess frequent – eg 1/term or 2/semesterRequires teaching ‘how to write a report’Provide a format to studentsEffective, Safe and Careful Use, Storage and Maintenance of Tasks
11 What This Means for Us as Teachers Next Year. Learning to explore the ‘iceberg’ of a taskand helping students do the same.become familiar with,learn to use,and learn to teachthe ‘working mathematically’ process.Become familiar with tasks per Year LevelAdopt a structured, common assessment modelFormation of a TASK FOCUS GROUP
12 And so, what happened?......We got our room set up
36 What did staff have to say? Students who cannot relate to abstract ideas see Mathematics in a tangible light.Increased engagement – particularly of the boys who find articulating ideas when writing difficult.Allows students to demonstrate problem solving skills that cannot be easily displayed in textbook activitiesGreat idea of a task centre maths roomThe tasks certainly enable students/teachers to identify Working MathematicallyI have seen students totally focussed on achieving a solutionI have been challenged to try different ways of teaching
38 It’s interesting because we use what we have learned in maths to solve the problems. Some people find it easier to use objects to complete a question instead of just numbers on paper.We need practice with problem solving and we don’t do it as much in the classroomIt allows us to try our maths skills and think for ourselves a lot, rather than just the standard method and procedure which can limit us a bit
39 I love how it challenges me and I enjoy trying to find formulas for different problems. I enjoyed going further into the problem.I liked how we got to choose from a wide range of problems and how we got to work with partners.It gives us a wider range of academic skills.
40 Good environment to work in. Good set up. I learned a lot from it and I’m heaps better at problem solving now.I think I often learned things without realisingTeachers get to see who can solve problems, not just do sums.They are good for building friends and it is good when you can complete a task because it makes you feel good
41 If you answer the question quickly you can come up with ways to extend the problem It will open up different strategies for us. It will even help our tests.I like using my mind. I have never really been asked to go to a problem and extend on it as much as I have here.I personally think that my problem solving has improved out of sight. My maths textbook and my mathsmate has improved a lot.
42 I know how to use the problem solving strategies and when and where to use the different ones. More sessions? No..because if you have more sessions you would have already done all of the tasks halfway through the year….(Would you be able to get more tasks?)
43 What’s going to be different next year? Use some tasks within some units of work.Increased tasks used as a whole class.Encourage journal writing rather than two-page reportingUse of softwareBuild up task cameos on a more regular basis
44 Acknowledgement Material used in this presentation has come from Mathematics Task Centre ProjectMaths300Black Douglas Professional Education ServicesPlease visitand
45 This presentation was prepared by Damian HowisonMacKillop College, Swan Hill, Vic
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