Thematic Mathematics
Mathematics may be used across the curriculum and in every theme, but are learners learning anything mathematical in the process?
Encountering the curriculum through a sequence of themes has been popular at various times in the past. Often the mathematical component is reduced to doing some arithmetic or drawing some graphs or charts. Thematic work only contributes to mathematical development of learners encounter something new or fresh. This could take the form of fresh use of familiar techniques in new situations, or the need for new techniques or variations non old ones in a new situation.
Main Section
Mathematics can make a contribution to virtually any theme that is devised for cross curricular activity. The important thing is that that contribution serves both to enhance and enrich learners’ appreciation of the theme, and also that it stimulate learners to enhance and enrich their appreciation of mathematical thinking and mathematical topics.
To do this requires appreciation of the natural powers which learners possess and which can be used in mathematical thinking, mathematical habits of mind which are worth cultivating, even if you are not going to be a research mathematician, and mathematical themes which pervade the use of mathematics.
Mathematics contributes to the cultural development of learners because it is itself a key component of modern culture [see mathematics as a human activity].
The best way to locate mathematical potential in a proposed theme is to become adept at mathematical problem posing as a component of mathematical thinking.
Probes & Prompts
What aspects of mathematical thinking are available in the themes being proposed for your school? How could the theme be modified so as to afford opportunities to extend learners’ mathematical thinking?
Taking Action
Bring to bear your own mathematical thinking to pose problems which could arise from or in a proposed theme. How might learners be prompted to pose similar problems?
When planning theme work, look for opportunities to stretch and challenge learners mathematically.
Case Studies
The Numeracy Energiser initiative, designed to inspire adult educators to take a new look at approaches to learner, was started by NIACE and then delivered as training under the Skills for Life Improvement programme during 2006-07. We used "stories about maths" as stimulus materials to take learners out of the comfort zone of their individual experience towards thoughts about their local and global commnunities. The stories took the form of quirky examples of maths in a real life setting (e.g. the design of a bird table to deter low flying pigeons) or issues in the news at the time (the pros and cons of concentrated versus 'normal' washing up liquid), to stimulate thought. These could lead to just a time-limited discussion or a full-scale project for exploration.
Research Sources
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