Anne Watson & John Mason

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Presentation transcript:

Anne Watson & John Mason Variation Anne Watson & John Mason South West Mathematics PD Providers Conference Jurassic Maths Hub Exeter Sept 2018

Technical terms Contrast/ Separation/ Fusion/ Generalisation Dimensions of possible variation/ Ranges of permissible change Conceptual variation/Procedural variation One problem; multiple solutions (OPMS) One problem; multiple changes/conditions (OPMC) Multiple problems; one solution method (MPOS) Perceptual variability/ Mathematical variability

What is available to be discussed? Learnt?

What is available to be discussed? Learnt?

Name that variation What is available to be discussed? Learnt?

What is available to be discussed? Learnt? 2 5 3 6 3 4 Name that variation What is available to be discussed? Learnt?

Name that variation What is available to be discussed? Learnt?

What is available to be discussed? Learnt?

What is available to be discussed? Learnt?

What is available to be discussed? Learnt?

What is available to be discussed? Learnt?

Key questions for teaching and learning: What’s the same; what’s different? What changes; what stays the same? Over what ranges If this changes, what else has to change? Over what range? If I know this, what else do I know? Key questions for planning: What do I hope they will learn? What tasks and questions connect the intended, enacted and lived ‘object of learning’, ‘key idea’, ‘critical aspect’ etc.?

What is needed in order to make sense of this? Fractional Divisors The fraction is said to ‘divide into’ or to be a ‘factor of’ or a ‘divisor of’ the fraction if and only if divided by is an integer. What is needed in order to make sense of this? Meaning Examples Retreat to more familiar ground

Fractional Divisors Meaning: Examples: Yours or mine? What does it mean to say that one number divides into another? Examples: Yours or mine? What fractions does divide into? What fractions divide into ? 2 3 Anything of the form 2n 3 2 3 Anything of the form 2 3n 10 21 What fractions does divide into? What fractions divide into ? Anything of the form 10n 21 10 21 Anything of the form 10 21n Retreat: What numbers divide into 24? …

Retreat: Factors and Divisors of Integers What are the factors of 24? (what numbers divide into 24?) What is the largest number that is a factor of both 24 and 18? Highest Common Factor (Greatest Common Divisor) What is the smallest number they both divide into? Lowest Common Multiple What is the largest number that is a factor of both 23x52x74 and 24x32x 5x73? First check: What are the factors of 23x52x74?

LCM & HCF of Rational Numbers How do you find the LCM and the HCF of two rational numbers? Does it make sense (suppose you use different fractions for the same rational)?

Rational Divisors sa sb tc td If is a divisor of , does it necessarily follow that is a divisor of ? This is necessary in order to carry over the idea of divisors from fractions to rationals. a b c d

Common Factors What fractions are factors of both and ? Numerator must divide into numerator; Denominator must be divisible by denominator Must be of form of both and So anything of the form Largest is which is the HCF or GCD

Common Factors What fractions have both and as factors? Numerator must divide into numerator; denominator must be divisible by denominator Must be of form of both or and Smallest is. which is the LCM

Key questions for teaching and learning: What’s the same; what’s different? What changes; what stays the same? Over what ranges If this changes, what else has to change? Over what range? If I know this, what else do I know? Key questions for planning: What do I hope they will learn? What tasks and questions connect the intended, enacted and lived ‘object of learning’, ‘key idea’, ‘critical aspect’ etc.?

Technical terms Contrast/ Separation/ Fusion/ Generalisation Dimensions of possible variation/ Ranges of permissible change Conceptual variation/Procedural variation One problem; multiple solutions (OPMS) One problem; multiple changes/conditions (OPMC) Multiple problems; one solution method (MPOS) Perceptual variability/ Mathematical variability

Reflection What forms of variation did you detect? What further variation would you require in order to develop fluency, appreciation and comprehension? Could you do that varying for yourself?

Follow-Up Variation unplugged www.pmtheta.com (AnneW) Variation in mathematics (2018) Association of Teachers of Mathematics (AnneW) Anne Watson & John Mason (2006) Variation and mathematical structure, Mathematics Teaching, 194 (ATM). These PPT slides PMTheta.com (joint presentations)

Discussion What is more important to teachers … … identifying and naming different forms of variation? … developing pedagogic insight around key mathematical ideas?