Autograph maths free
So we unpicked it and linked it to mental calculations with integers (anything multiplied by 19 as 20x-x) and expanding brackets ( 9(1-(45/46)) ) etc. Just nice BITS: So the huge difficulty my top set 11s had with seeing that I’d done (45/46)x9 non-algorithmically and instead done 9-(9/46). ME, internally: Oh ayup hang on, negative symbols in these equations contribute to completely different meanings, with a negative m ‘flipping’ and a negative c translating. Making meaning out of y=mx+cME: It’s DEAD good that four variables can generate ANY straight line on a 2D plane!!!!! m is the slope and c is the intercept like we’ve painstakingly derived every so carefully. Trying to isolate the actual thing you want kids to focus on like the VT Bearings task I set too: When does the gif below go from being 32 to 3 squared?Ģ) Conceptual leaps: like how the top four images here represent a square number but three of them are shown with CUBES!? No wonder kids get it wrapped round their neck when we look at three dimensional properties etc. Taking the most basic definition and STILL providing examples for depth like the examples below: When planning the discussion, Dan and I decided to focus on two key areas: overlearning and conceptual leaps, and then chucked on a bit on curriculum sequencing at the end for a bonus! I thoroughly enjoyed this conversation, and learned loads – Dan is brilliant to chat to.ġ) What does ‘overlearning’ look like? Not teaching integration by parts to year 7… but how can you take a concept/representation and stretch it, almost to absurdity to make sure it remains robust enough to do what we need to do – for example using grid method with operations with integers and fractions (14×52 and two thirds for example)
The conversations and debate started by posting ideas here has been immensely valuable to my growth as a classroom practitioner, so please get in touch if you disagree or if you’re doing something brilliant that gets to what I’m trying to articulate in my ham-fisted way. This blog is not meant to be informative and authoritative, but speculative. By writing down my ideas I find it easier to bring them into some kind of coherence in my own mind. This blog is primarily a space to tease out ideas about education generally and secondary mathematics education specifically. The About section of the blog sums this up perfectly: I love the way Dan reflects on his thinking from the ideas he tries out in his lessons. Along with last episode’s guest, Paul Rowlandson, Dan’s blog is one of the few I have notifications on for new posts because I find it essential reading. I have been a big fan of Dan’s work for a few years now. Hello, and welcome to another episode of the Mr Barton Maths Podcast, with me Craig Barton.
#Autograph maths free trial
You can find more information about their app for helping students remember those crucial maths skills – and register for a free trial – at .uk/for-schools/ This episode of the Mr Barton Maths Podcast is kindly supported by Arc Maths.