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https://v.gd/3l4MmJ

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It was a very enjoyable time! My expectations regarding this event were many and were not at all disappointed. I learned a lot and I know that after this experience nothing will be the same again. I devoted myself wholeheartedly to make the most of all the learning opportunities that have been suggested by you, Irina. And I could still train my English! Thanks for everything! Loved it!

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http://www.artofmathematics.org/books/dance
http://rashmikathuria.webs.com/apps/videos/channels/show/3549569-hands-on-mathematics-activities
http://littlebinsforlittlehands.com/kids-stem-activities-series/
http://www.mathonastick.com/math-on-a-stick-kit/
http://seekecho.blogspot.pt/
https://solvemymaths.com/2014/11/29/christmas-maths-math-resources/

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A math-rich classroom demands that the teachers pedagogic choises prevail hands-on learning, with manipulative materials  and significant approaches for children.

To create a classroom like this teachers must accept this new role. They are suppose to be guides asking open-ended questions that directs learning and  accept that children may not answer correctly all the time because that’s part of the process.

In this new classroom teachers must create moments where children can share their findings, a place where they feel connected with problem solving and whose environment takes mathematical thinking to another level.

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http://www.hawaii.edu/intlrel/pols382/Reflective%20Thinking%20-%20UH/reflection.html

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«The building and manipulation must be followed by reflection and explanations, in order to help children maintain their focus on a particular topic, refine and expand their ideas, communicate their learning to others, and reflect on their experiences. To support learning, it is important to encourage children to communicate their explorations and findings. Teachers can establish a routine through which children share their experiences at group time.»
Irina Vasilescu

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http://ww2.kqed.org/mindshift/2014/02/25/bigger-gains-for-students-who-dont-have-help-solving-problems-struggle-to-learn/

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Nine strategies for motivating students in mathematics by Alfred Posamentier 

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Nine strategies for motivating students in mathematics by Alfred Posamentier 

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- Call Attention to a Void in Students' Knowledge;
- Show a Sequential Achievement;
-  Discovering a Pattern;
-  Present a Challenge;
-  Entice the Class with a “Gee-Whiz” Mathematical Result;
-  Indicate the Usefulness of a Topic;
- Use Recreational Mathematics;
- Tell a Pertinent Story;
- Get Students Actively Involved in Justifying Mathematical Curiosities

https://www.edutopia.org/blog/9-strategies-motivating-students-mathematics-alfred-posamentier

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Maybe schools are killing the hability our students have to do math... They explore the world with their own hands, playing, dancing, singing and then they go to school and some of  those skills are not used by teachers to improve maths knowledge. Subjects are compartmentalized as if they had nothing to do with each other... Poor Math... We forgot the beauty of math and we simplify it for chrilden afraid they wont get it... So we put asied the wonderful world of math... That needs to be changed. We have to develop a new atitude on maths teaching.

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«Can math be interesting? A lot of it already is. Can your children be strong at advanced math? They are natural geniuses at some aspects of it. Your mission, should you accept it: to join thrilling young math adventures.»
Maria Droujkova and Yelena McManaman

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How can we help chrilden to learn maths?

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How can we help chrilden to learn maths?

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Here are some advices from Maria Droujkova and Yelena McManaman:
- Play;
- Seek;
- Ask;
- Make
https://blogs.scientificamerican.com/budding-scientist/adventurous-math-for-the-playground-set/

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«Kids don’t dream of becoming mathematicians because they already are mathematicians. Children have more imagination than it takes to do differential calculus. They are frequently all too literate like logicians and precise like set theorists. They are persistent, fascinated with strange outcomes and are out to explore the “what-if” scenarios. These are the qualities of good mathematicians!»[...]  «If you don’t start walking the path of those exotic and dangerous math adventures, you never arrive.» [...]«We want to create rich, multi-sensory, deeply mathematical experiences for young children.»

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Is this how my students feel about maths? I'm worried...

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Is this how my students feel about maths? I'm worried...

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«Math makes people feel stupid. It hurts to feel stupid.»

«failure is born from a messy combination of bad circumstances: high anxiety, low motivation, gaps in background knowledge. »

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Loved this video...

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Grit: The Power of Passion and Perseverance | Angela Lee Duckworth | TED

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http://mathematicalmagpie.blogspot.pt/2013/04/practical-volume-activities.html

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http://www.boredpanda.com/lego-math-teaching-children-alycia-zimmerman/

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Module 3 - Activities involving movement and constructions

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Module 3 - Activities involving movement and constructions

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I just loved these articles! Perhaps teachers should dedicate more time reading more about the human brain... I feel bad about all this. But on the other hand I'm really happy to say that from now on I'll be able to understand better my students. Thank you for that!

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Six tips to a growth minset (Carol Dweck):

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Six tips to a growth minset (Carol Dweck):

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1. Acknowledge the nuance in the research.
2. Everyone has a fixed mindset sometimes.
3. Name your fixed mindset.
4. Move beyond effort.
5. Put mindsets into a greater school-culture context.
6. Don't use mindsets to label students (or yourself).
http://blogs.edweek.org/edweek/rulesforengagement/2016/03/nurturing_growth_mindsets_six_tips_from_carol_dweck.html

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«The brain can be developed like a muscle»

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«The brain can be developed like a muscle»

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Intelligence can be improved... Let's work our minds! We want a growth mindset!

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October 21, 2011 - Carol Dweck, the Lewis and Virginia Eaton Professor of Psychology, continues the discussion on brain research at Stanford by taking a closer look at how the brain controls the psyche and how deeply intertwined it is with the field of psychology.

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Thinglink
https://www.thinglink.com/
Tess (just loved this one)
https://www.tes.com/lessons
Artsteps
http://www.artsteps.com/
Sliceform studio
https://www.sliceformstudio.com/

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Love it, love it, love it! So gorgeous!

https://mcleodscrowd.wordpress.com/2016/07/14/i-know-i-know-go-look-in-my-interactive-notebook/

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http://www.mathactivities.net/3rd-grade.htm
http://bedtimemath.org/how-to-make-string-art/
http://www.whatdowedoallday.com/2014/05/math-art-projects-kids.html

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Interesting...

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Origami club

http://en.origami-club.com/index.html

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How to cut a square with the less number of cuts...

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How to cut a square with the less number of cuts...

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Please subscribe and share! New videos added weekly. Do you have any lightbulb moments to share with us? Comment below. This ORIGO ONE series of videos show you how to create lightbulb moments for your students. These videos take a mathematics concept and break it into pieces that are easy to understand and only take a minute to watch.

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Acording to Ainissa Ramirez, origami improves spatial perception and logical and sequential thinking.
«...origami surrounds us -- from envelopes, paper fans, and shirt folds to brochures and fancy towels. Origami envelops us (forgive the pun). Origami has been found to improve not only 3D perception and logical thinking (PDF), but also focus and concentration.[...] So no matter how you fold it, origami is a way to get children engaged in math, could improve their skills, and makes them appreciate the world around them more. When it comes to making lessons exciting, origami is above the fold.» Ainissa Ramirez

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Learning about graphs, formulas with movement

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Module 2 - Activities using paper or string

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Module 2 - Activities using paper or string

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Nice!

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http://creativestarlearning.co.uk/c/maths-outdoors/

http://www.educationsupplies.co.uk/classroom-ideas/7-fun-ideas-for-outdoor-maths
https://pt.pinterest.com/mdurosssmit/outdoor-math-activities-for-the-primary-classroom/

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I really enjoyed this idea... «Orienteering»

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I really enjoyed this idea... «Orienteering»

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The main idea of this project is to teach students some orientation but most important of all is to make them learn lots of other things (curricular) that they will need to know to fullfil this task. So meanwhile they will develop their team work skills, critical thinking skills, solve problems,... and to do so they will go outside the classroom to learn those kinds of things...
http://ita.calameo.com/read/0047521176e48a96a6fb3

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Ideas for how to use outside space as a valuable resource for learning across the primary curriculum, especially in numeracy, as well as how learning outdoors can have a positive impact on achievement at Key Stage 2. Pip Mann, Year 3 teacher at Hook Primary School in Goole, passionately believes in the benefits of learning outdoors.

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«Provide all young people with a widerange of experiences outside the classroom, throughout their education»

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«Provide all young people with a widerange of experiences outside the classroom, throughout their education»

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This kind of activities demands that teachers plan experiences of high quality that can, in fact, provide real experiences outside the classroom. Classes must be very well planed and it's important that teachers don't forget to extend learning before and after the outdoor experience. It is also important that school establish partnerships with other schools, local authorities, organizations in order to design this new way of teaching. To make this experience even more interesting why shouldn't we call parents to come outdoors with us and their children and help us supervising?

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“There is only one thing more painful than learning from experience and that is not learning from experience.”
Archibald McLeish

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UK Department of Education and skills - Manifesto 2006

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UK Department of Education and skills - Manifesto 2006

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«We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances»

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Here's Sir Ken Robinson reasons for taking learning  outdoors:
-  Nature is a powerfull resourse;
- Children can learn through practical hands-on activities;
- You can tap into children's curiosity;
-It's a social experience and children learn from working together;
- Learning outdoors is fun.

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«We learn much more from the world around us then we necessarily do sitting at desks»

«What really drives education is curiosity, trying to fill gaps in our understanding»

«And the world around us is a tremendoous resourse to stimulate that curiosity.»

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Let´s get our hands-on learning!

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This is my island! Beautifull, don't you agree? We have stunning landscapes and a glittering florest called Laurissilva that was considered world heritage from UNESCO.

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My name is Tânia Serrão and I live in Madeira, Portugal.
I work with 6-11 year old kids and I teach them ICT.

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Argument - Hands on Teaching and Learning

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Argument - Hands on Teaching and Learning

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"...students need active and interactive experiences with math ideas in multiple learning modes to make sense of math."

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"Children think and learn through their bodies. We should use children’s bodies in math learning. "

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"Ultimately we need to have the individual skill profile of each student matched to individualized instruction tailored to them. We need to experiment in the laboratory and classroom and conduct rigorous evaluations to find out what actually works. "

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"As Brian Butterworth, a leading researcher in this area, has written, if students aren’t learning about numbers through thinking about their fingers, numbers “will never have a normal representation in the brain.”

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This post may contain affiliate links.

We love to play math games around here and these multiplication games have been used over and over again in our house. I first shared the idea of Multiplication High Fives here, then decided to take it to the next level and create a downloadable multiplication chart and High Five template. This method has been so effective in getting math facts to stick for my kids. I hope you'll find it useful as well.

High Five Math Games use Whole Body Learning to engage the brain in understanding and retaining concepts paired with movement. Watch the video to see the games we play with High Five Multiplication, then download the printable pdf file.

How to Play Multiplication High Fives

1. Download the multiplication chart and the High Fives template (below). Print out as many copies as you need. You can print left hands or right hands, depending on your child's dominant hand.

Money saving tip: I hate spending so much money on color printer ink cartridges so I print most things in black and white onto colored paper. A package of colored paper is a fraction of the cost of color ink cartridges. This is the paper I used.

2. Have your child use the chart to write each multiplication equation onto the High Fives and cut each page in half to separate the hands. We use this tape to attach the High Fives to walls and doors without ruining the paint and, wow, does Amazon have a much better price on that tape than my local big box stores!

3. Get ready to play! Kids can High Five every time they go up the stairs, out the door, or wherever you see the opportunity in your home for frequent practice. Once they master a set of numbers, move on to the next set.

Download the pdf file:

Click here to download the pdf file: Multiplication High Fives packet.

More fun math games using Whole Body Learning:

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Multiplication Games ~ Learn Times Tables While You Move | Creekside Learning

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This post may contain affiliate links. We love to play math games around here and these multiplication games have been used over and over again in our house. I first shared the idea of Multiplication High Fives here, then decided to take it to the next level and create a downloadable multiplication chart and High Five template.

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“There is evidence that our ability to use our hands affects the structure and functioning of the brain,” Beilock said"

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Why Learn Math? Steven Strogatz Takes a Look

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Cornell Math Professor and New York Times columnist Steven Strogatz sees the beauty in mathematics, and encourages all others to take a look. For more, read this article from KQED on Finding the Beauty in Math with comment by Steven Strogatz: http://bit.ly/1eXiydc. Subscribe to our YouTube Channel for all the latest from WSF.

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Teaching without words | Matthew Peterson | TEDxOrangeCoast

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“Movement, or physical activity, is thus an essential factor in intellectual growth, which depends upon the impressions received from outside. Through movement we come in contact with external reality, and it is through these contacts that we eventually acquire even abstract ideas.”
Maria Montessory

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I want "true mathematical moments" for my pupils...

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I want "true mathematical moments" for my pupils...

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«They were having a true mathematical moment. That is, they were deeply engaged with a puzzle that made sense to them, and they were enjoying the struggle. They were feeling what anyone who loves math feels, the pleasure of thinking, the pleasure of wrestling with a problem that fascinates. I told the students to think about the scalene triangle over the weekend and to try it in their dorm room. Over the weekend I started to get emails from some of them, expressing the excitement they felt when they solved it.»    Steven Strogatz

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This is starting to be a great adventure... So many interesting things to read and learn and I'm getting nervous... Will I be able to do all I have to do? I really hope so!