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Workshop 1: NCETM-funded project: Can involvement in real-life mathematics improve using and applying skills for a group of under-achieving Year 5 pupils?


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 25 November 2010 by ncetm_administrator
Updated on 09 December 2010 by ncetm_administrator

Professional Learning Networks: learning better through learning together

 Engaging with Mathematics: A journey for teachers, learners and families
   

Workshop 1 - NCETM-funded project: Can involvement in real-life mathematics improve using and applying skills for a group of under-achieving Year 5 pupils?

Main sector focus Primary

Workshop Leader John England, maths leader
Organisation Thom Brooke Primary School

The project at Thorne Brooke began when Question analysis of the Y5 test results showed that performance on questions involving Using and Applying was a particular weakness. We made the decision that a different approach to teaching mathematics was necessary. As advocates of constructivism, we began to consider real-life approaches that involved pupils in collaborative hands-on practical activities. As a result: Brooke Tuck was born, a healthy tuck shop run by pupils involved in purposeful counting, weighing, measuring and money calculation; ratio was introduced through painting; studying the representation of emotion through shades; ratio and proportion were studied through Brooke’s Best Buns, an investigation to discover the best combination of ingredients for the perfect bun; and parallel and perpendicular properties of shape were studied through the art of Paul Klee. All indications to date are positive, with pupils showing a much better conceptual grasp of the areas covered and we are now looking to further develop this approach.
 
     
 
 
 
 
 
 
 


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Comments

 


12 December 2010 17:16
Unfortunately, my intended role on the day was essentially to provide a general framework for the work done at Thorne Brooke and to introduce the main presenters- Helen and Karen who made a gallant effort to attend but were stuck between a truck and a hard place on the M18. They had also put together a huge display of work as well as an electronic presentation. The piece de resistance was a very engaging practical activity. All of this was also with them on the M18.
My thanks to those who attended the session and were very patient as I delivered a much slimmer and rather disjointed presentation. If nothing else I would hope that I conveyed the strong commitment we have at Thorne Brooke in -
-promoting a creative approach to learning mathematics through real collaborative activities.
-that this is build on prominent research findings and world-class influences and,
-has a positive effect on attitudes to learning mathematics leading to more effective sustainable learning.

Hopefully, they may have a chance in the future to share their inspirational work.
By JohnE42
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