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As the Bell Goes: Audio Reflections - Jill Mansergh


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 13 May 2010 by ncetm_administrator
Updated on 12 August 2011 by ncetm_administrator
As the bell goes: Audio reflections
 
 

Teacher - Jill Mansergh

Teacher - Jill ManserghI have worked in primary and secondary schools for over 20 years and as a mathematics consultant in both phases for 8 years.  I have been working in ITT on the primary PGCE course since 2002 and am still amazed at the high proportion that are 'maths anxious'. I see my role as helping to change their attitudes to mathematics and sometimes the changes are quite dramatic and trainees experience many 'light bulb' moments. I hope to be able to record some of these from my perspective and from theirs.
 
 
Audio Reflections by Jill
  • Actively Preventing Learning
    Jill relates an anecdote from a Y3 classroom which causes her to reflect on the efficacy or otherwise of teacher intervention
  • Completing the Square
    While teaching completing the square to her trainee teachers, Jill reflects on the power of a visual method
  • Geostrips and inclusive definitions
    Jill reflects on the complexities of teaching trainee teachers and how a rich question provided a good starting point for discussion and new learning
  • Good question for debate
    Jill offers a question which she has used to encourage debate in the classroom (even though she is not convinced that she knows the answer herself!)
  • Number line equations
    Jill describes how she taught a new method for solving linear equations to her trainee teachers and how this resulted in some important insights
  • Odds and Evens
    “If you double a number, you always get an even number – true or false?” Jill describes the rich discussion which emerged from posing this question to her trainee teachers
  • Rules versus understanding
    Jill reflects on the challenges of teaching multiplication and division of decimals and asks for some help
  • Subtraction variety
    Jill reflects on the power of the number line when teaching subtraction
  • Trapezium
    “Is a parallelogram a special trapezium?” Jill relates what happened when she was asked this question by one of her trainee teachers
  • Venn and Oblong
    Jill reflects on how useful a Venn diagram is to help trainee teachers understand the connections between various types of parallelograms.
 
 
 

Quicklinks

 
As the Bell Goes - Ways of Working
 
Maths Cafe - Share ideas and discuss topical issues

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