1 ASE Maths

2 Today To develop an understanding of what maths is To look at strategies to embed mathematical skills ‘into the science context’ Maths across the curriculum

3 Work with a partner. One of you is person A, the other is person B. Person A is going to argue against the following statement. Person B is going to argue for the following statement. Ignore your own personal beliefs I’ve got too much science to cover to worry about teaching maths. It’s not my job. What is mathematic s to you?

4 Work with a partner. One of you is person A, the other is person B. Person A is going to argue against the following statement. Person B is going to argue for the following statement. Ignore your own personal beliefs By following these instructions I will be doing science. What is mathematic s to you?

5 Solar system problem What maths did you do in solving the problem? What is mathematic s to you?

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10 Mathematicians are forced to resort to written symbols and pictures to describe their world – even to each other. But the symbols are no more that world than musical notation is music Ian Stewart in Natures Numbers What is mathematic s to you?

11 13 × 16 = A calculation

12 How many dots? Multiplication

13 Working with calculations

14 Copy down and answer Addition and subtraction – 3998 = Addition and subtraction

15 Ask… What calculation are you trying to do? How are you trying to do it? Working with calculations

16 13 × 16 = × 13 = ÷ 13 = ÷ 16 = 13 Facts for free

17 57 × 32 = 1824 Facts for free

18 speed × time = distance Facts for free speed time distance

19 Particular Peculiar General Generalising 7×8 = 56 57×32=1824 speed × time=distance

20 Focus on the relationship in different forms When working with formulae…

21 Possible opportunities to represent mathematically Graphs Very large/small numbers Averages Timelines Infographics Representing mathematically

22 Key strategies When working on calculations ask about their methods and strategies. Ask about how they are going to tackle the problem. Give opportunities to ‘work on’ a problem rather than ‘work through’. What methods were most efficient? When using formulae work on relationships and generalisations (particular, peculiar, general) Strategies

23 Draw attention to ‘mathematical’ thinking How are you going to collect your results/gather your information? Is that the most efficient way to do…? How do you know? How are you going to structure your time on…? How do you know that you’ll meet the deadline? What type of graph are you going to draw to show the relationship? Is that the best for this situation? Is that information biased? How do you know? Strategies