![]() Teachers are having a hard time with students switching off because the work is either too easy or inaccessible, feeling helpless to teach them the right level of maths, hamstrung by a curriculum aimed at the middle. Others are finding it too easy, being asked to calculate the area of a triangle for what seems like the 70th time. Some students are finding it too hard, being asked to factorise quadratics when they can barely divide in base 10. The conveyor belt model of education with age-related expectations that has been implemented in schools up and down the country for years isn’t meeting the needs of the students that we’re teaching. Ultimately, being able to provide meaningful and impactful teaching to the lowest attaining pupils leads to true enlightenment of how mathematics works at the most fundamental level. And how firm number sense eventually leads to pupils’ understanding of place value, part-whole relationships (including fractions) and beyond. Emphasising the use of mathematical language to map concrete and pictorial modalities to symbolism. Use of concrete materials such as the rekenrek, two sided counters, cuisenaire rods etc. AUTOGRAPH MATHS FREE LICENCE HOW TOHow to teach the idea of numberness, numerosity, numbers, digits and numerals. Finding their true starting point, building motivation from early success and the use of games. This presentation will show some ideas on how to help such pupils. ![]() They need to be relieved from the demands of a conveyor belt system and be given a carefully tailored intervention. ![]() There are some pupils at secondary school who have not yet made sense of numbers, or are able to number bond or have basic sense of the four operations. ![]()
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