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Primary Magazine - Issue 12: Maths to share - CPD for your school


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 16 June 2009 by ncetm_administrator
Updated on 29 June 2009 by ncetm_administrator

Primary Magazine Issue 12maths game detail
 

Maths to share - CPD for your school

Using games in mathematics
Ask your colleagues to bring to the session a game that they use in mathematics.

Before the meeting
Before the meeting, you might find it useful to read the background information. This is a general overview of the justification and reasoning for playing games in mathematics. You will also need to download a copy of the games template (which will need to be printed and enlarged to A3 size for each year group). In addition, download a copy of Using Games in Mathematics booklet from South Gloucestershire Council for each participant.

The Staff Development Meeting
Print out the handout – a copy of the advantages of playing games and the hints for successful games – and distribute to participants as they arrive for the session. Begin the session by discussing the extract by Jenni Way on the handout. First, focus on the advantages of playing games in mathematics. Do colleagues agree with the statements? This will give you the opportunity to open a discussion on how often they play games in their classroom, who with and how do they record any observations. Encourage colleagues to use games at least once a week, not as a ‘maths games’ session, but by using a game to focus on a particular objective.

maths shape footprint game

Move on to the second part of the handout, Hints for Successful Classroom Games. One of the reasons colleagues are likely to give for not using games is the lack of resources. Show everyone the games template. This could easily be one of your basic games structures. Show the Shape Footprints Game. This uses the template to focus on the properties of 3D shapes. Children have to roll a die and move their counter accordingly. When they land on a shape, they must name a 3D shape which could leave that 2D shape as a footprint. If they cannot name a 3D shape, they must return to the square they were on. Children could also receive points matching the number of faces of the named 3D shape. The winner could be the one who gets to the finish line first or the person with the most points.

Give colleagues 15 minutes to work in year groups to identify an objective from the next mathematics unit and think how they could use the template to create a game. Allow each group a few minutes to feed back about their game. Use the Hints for Successful Classroom Games handout as a checklist for each game.

Finally, give each of your colleagues a copy of the Using Games in Mathematics booklet from South Gloucestershire Council. Look through the booklet together. It identifies many of the skills which are developed through familiar games, a useful starting point for thinking about using games in future.

Something to think about
As a result of this session, you might like to consider the use of mathematics games for homework. You could set up a maths games library with games from a company such as the Homeworking School and Parent Partnership, or give each child an appropriate copy of Play Away Maths from BEAM, for children in Years 1 to 6. Take a look at what Sarah Stopps did in Using mathematics games at home to help raise attainment for KS1 & KS2 students, part of the NCETM Teacher Enquiry Bulletin.
 

 
 
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