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Secondary Magazine - Issue 126: Eyes Down

Created on 12 October 2015 by ncetm_administrator
Updated on 22 October 2015 by ncetm_administrator


Secondary Magazine Issue 126'Braun Paxette II' by Kurt Bauschardt (adapted), some rights reserved

Eyes Down

These two pictures show conceptual variation being used in a lesson to embed understanding. The girl pupil has labelled correctly the “top side” and the “bottom side” of the trapezium, and the boy pupil then explains to the class that the labels don’t change position when the trapezium is rotated: the “top side” isn’t the “top” side. The variation is the position of the trapezium; the concept being embedded is that the labelling is intrinsic (it’s defined by the parallel sides of the trapezium) not extrinsic (it’s not defined by the orientation of the trapezium relative to an observer). What other geometrical examples akin to this could there be? What examples of exemplifying conceptual variation in other strands, such as in algebra or proportion, could there be?

girl with labelled trapezium   boy explaining that labels on trapezium don't change upon rotation

If you have a thought-inducing picture, please send a copy (ideally, about 1-2Mb) to us at info@ncetm.org.uk with ‘Secondary Magazine Eyes Down’ in the email subject line. Include a note of where and when it was taken, and any comments on it you may have. If your picture is published, we’ll send you a £20 voucher.

Image credit
Page header by Kurt Bauschardt (adapted), some rights reserved



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