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Mathematics Matters Lesson Accounts 6 - True and False Mathematics


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 27 May 2008 by ncetm_administrator
Updated on 25 June 2008 by ncetm_administrator

 
Mathematics Matters Lesson Accounts
A collection of memorable mathematics lessons that conference and colloquia delegates had observed or taught which they felt were successful.  Each account refers to one or more of the values and principles in the report.
 

Lesson Account 6 - True and False Mathematics

Written by Barbara Masters
Organisation The Sheffield College
Age/Ability Range 21-35– Black access group. Ability E3 / L1 but most ESOL or non-achievers returning to education.
 
 

How was the session/task introduced?
As an ‘icebreaker’ in their first maths session of the academic year I asked them think about their own learning styles; ascertain their existing knowledge; make them appreciate importance of communicating effectively; value of logical thinking and selecting information.

How was the session/task sustained?
3 tasks given. Learners worked in pairs / small groups. They were encouraged to discuss tasks and ideas with each other and with me. Groups gave feedback to whole class after each task.

How was the session/task concluded?
Rounding off session on what have you learned? Individuals allowed to discuss any issue arising.

What were the critical moments?
Students dropped their inhibitions and discussed their own strengths/weaknesses freely as well as the tasks. Misconceptions identified and addressed through each other as well as through me. The ‘I didn’t realise that….’ moments

What mathematics was learnt? (on plan and off plan) and what is the evidence of learning?
Language and communication matters and lack of knowledge/ understanding / appreciation of language is a barrier to learning. Not all information given is relevant. Selection process is part of learning. More than one way at arriving at a solution.

How was that mathematics learnt?
By freely discussing understandings and misunderstandings with each other and with me. Comparing their approaches with each other.

Other memorable outcomes
They realised they could learn from each other; they had different strengths and weaknesses; maths wasn’t just ‘chalk and talk’; maths involves reasoning and communication not just numbers and symbols. There’s more than one way of teaching and learning. Students became comfortable with each other and the environment.

Resources
Own card activity. Set of statement cards requiring sorting into sometimes / always / never. M4L resources: Forbidden; The Great Race.

Click here to download the resource sheets to accompany this account (PDF format).

 
 

Downloadable PDF

Click here to download this lesson account in PDF format.
 
 

Values & Principles

Appreciation of the power of mathematics in society
Exposes and discusses common misconceptions and other surprising phenomena
Encourages reasoning rather than ‘answer getting’
 
 

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Lesson Accounts Introduction

Mathematics Matters - What constitutes the effective learning of mathematics? find out more

 

Discover the 'Mathematics Matter' Project Forum

 

 

 

 

 

 


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Comments

 


02 March 2009 17:01
This looks great. However, I can only download the lesson and not the accompanying resources.
By louise21
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