Coordinates and straight lines resource
(From Radio 4. The educators 7/8).
- Challenges the idea that only some kids can ever be good at maths.
- Need good teaching because poor teaching turns off students.
- Believes in bringing real mathematics into the classroom.
- A mathematician first needs to be able to pose a good question.
- Many more kids are engaged when they are involved in a real question.
- Myth: To be good at maths you have to be fast at maths.
- Speed isn’t important deep understanding is important.
- When students are explaining mathematics they are learning ‘reasoning’.
- "We’re developing a skill set that will allow us to solve anything."
- It’s not about “fake real world applications”.
- Let kids come up with the methods.
- Parents: If you struggled with maths, or didn’t like maths at school, don’t share that with your children - that will cause their achievement to decline.
- The importance of mistakes. Mistakes change our brains. Brain growth happens when you’re struggling. If you’re not failing, you’re not learning.
- Referred to: http://www.curriculum.org/secretariat/SheaNumbers.pdf
What I could do differently…
- Make students feel safe about making mistakes.
- Try to introduce a few more problems that allow students to think for themselves, develop a method and then explain that method. One example: Get someone to think of three numbers and then give you the sum of each pair. Can you work out what the original numbers were?
- Give more work they can take to any level.
- Need structures to disseminate good practice in England for professional development.