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MKN0918 - Exploring Rich Mathematical tasks - Kendrick School, Kendrick


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 17 May 2010 by ncetm_administrator
Updated on 08 October 2010 by ncetm_administrator

MKN0918 - Exploring Rich Mathematical tasks - Yvonne Scott - Ranelagh School, Bracknell and Elizabeth Glaister, Kendrick School

Our reasons for wanting to use rich tasks in our classrooms

  • To promote confidence and a ‘have a go culture’
  • To deepen student understanding of a concept
  • To allow students to consider strategies and methods rather than being constrained to ‘the answer’
  • To get excited about mathematics
  • To help students become mathematicians rather than an exam passer/failer
"The Network has allowed us time and space to think about how we teach and the values we have as teachers"  

We worked on developing tasks that might promote these qualities in our students at our Network meetings.  The results of the tasks can be found here

Some comments from students about the Angles Task

"I loved it! It was just hard enough but not too hard"

"I liked working at my own pace"

"It was something that I could understand straight away instead of getting confused"

Our meetings happened monthly giving us time to trial the tasks in our classrooms and then feedback at our next meeting. The feedback included

  • Our own evaluations of what happened in the lesson
  • The students view (gained from questionnaires that we developed ).

To help us develop rich tasks we used resources by Prestage and Perks, the Standards Units, and an ATM branch meeting led by Malcolm Swan.
Managing the task in our classrooms proved challenging at times as there was lots of talk/discussion and could be quite noisy at times. We started to realise that we needed to think about our input and the way we dealt with questions from students. We began to change this after reading a paper by Magdelaine Lampert where she encourages students to talk like mathematicians.

 
 


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