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Learning for the first time about the graphical representations of y=ax and y=ax+b

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5.8 Final Activity: Submission & Peer Review

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5.8 Final Activity: Submission & Peer Review

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5.7 Final Activity: Finalising Your Learning Designs

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5.7 Final Activity: Finalising Your Learning Designs

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One more tutorial for our project partners

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5.1 Why use digital technologies in Maths

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5.1 Why use digital technologies in Maths

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when used appropriately, digital technologies can be extremely powerful in facilitating learning through engagement, differentiation, collaboration, and application.

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Free Technology resources for the mathematics classroom

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Module 5: Digital technologies in your Maths classroom

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Module 5: Digital technologies in your Maths classroom

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4.3 Collaborative Projects in Maths: eTwinning

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4.3 Collaborative Projects in Maths: eTwinning

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In the previous section we looked at collaboration within the Maths classroom; in this section we focus on collaboration between Maths classrooms. Having said that, collaboration between Maths classrooms usually also involves collaboration within the Maths classroom. :-)

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eTwinning 2012 winner project: A Taste Of Maths, best eTwinning project 2012

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Not only do collaborative activities develop students' capacity to work together effectively, a crucial skill for succeeding later in life, but such activities also engage students better in the mathematical topics and thereby help them to assimilate what they are studying in the classroom.

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TEACHMEET - LISTEN TO YOUR PEERS

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Module 4: Collaboration in your Maths classroom

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Module 4: Collaboration in your Maths classroom

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It's time to continue working on our Learning Designs. Make sure to add at least one activity that focuses on a cross-curricular aspect involving subjects/areas that are usually thought to require and stimulate creativity.

Take into account the following criteria, which are part of the final assessment rubric that will be used on the course.

1. The lesson has a cross-curricular aspect, for example using a connection between math and an apparently opposite domain or referring to the use of math in other sciences.

2. The students are involved in new type of activity that allows them to value skills usually not put to use in Maths classes.

3. Students create their own learning materials, for example posters, videos, webquests, proofs, etc. The focus shifts from taking notes and solving to experimenting and creating.

4. The teacher uses Maths to help students understand cultural aspects such as Maths history, the natural or political environment, sociological aspects, etc.

5. The lesson fosters curiosity by introducing intriguing or peculiar mathematical concepts such as magic squares, encryption, the Golden Ratio, the Fibonacci sequence, or Moebius’ band (just a few examples, any other topic is appropriate).

6. The teacher facilitates students’ development by allowing them to explore and develop their own mathematical hypotheses and conjectures.

In the next section you can submit your provisional Learning Design for peer review. That way you'll be able to get some preliminary feedback on your activities from your peers. However, this is optional! At the end of the course you will have to submit your work and it will be reviewed using these rubrics. It would therefore help if you already took a close look at them to better understand how your Learning Design should develop as you continue working on it throughout the course.

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Writing and storytelling are usually considered staples of language or literature lessons, but with some creativity they can also be used in the Maths classroom. Here are some ideas:

Blogging is widely used in teaching nowadays, even in Maths. There are many blogging platforms, each with its pluses and minuses. It’s a rewarding and collaborative learning activity that pupils usually enjoy for its teamwork and visibility. Here is just one of the countless examples one can find on the web.

A Maths magazine with a lot of collaborative work.

Learning Maths through fiction writing. The students in this project wrote a novel inspired by The Number Devil, which incorporated writing, art, and the beauty of math.

A funny activity could be writing Maths poems. The mathematical aspect can consist in the content or the fixed form of the lines: the number of words on each line can follow a pattern. You can use the Fibonacci numbers (as in the Mixbook on the side of the page) or the digits of the number Pi (these are called “piems” instead of “poems”). Here is an example, and more in this ebook.

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For some ideas and inspiration on how to conjoin arts and crafts with Maths, see the links and videos below.

Origami is a great activity and there are lots of ideas and resources to explore and use, such as the ones here or the origami proof in the video further below. Here is our origami workshop!

Proofs using paper constructions. Folding fractions. Volumes proofs. More paper folding!

Math with legos

Geometry bake-off: sconic sections, toast tangrams and the Möbius bagel. Yummy!

String art combines geometry and the creative process to form complex-looking designs.

Constructing a wide array of things, such as polyhedra, rockets or a bridge, but also creating Valentine, fractal or Moebius cards or even hair braids or a kite.

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Dancing by the numbers and bringing the groove back to Maths - studying number patterns using dance. See this article and the videos on the main page.

A really nice lesson plan on data analysis. It involves jumping and playing, so it is guaranteed to engage your students and help them learn statistics in a fun way! See also our example on "Jumping Statistics" here!

Musical fraction bars that your students can use to make melodies with fractions. In so doing, they may begin to see a connection between the order and symmetry of Maths and the order and symmetry of music.

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How I Teach Math & Dance at the Same Time

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The Harmonious Mathematics of Music

http://www.science4all.org/article/math-music/

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If you experience any technical difficulties with this video or would like to make an accessibility-related request, please send a message to digicomm@uchicago.edu. Eugenia Cheng, a mathematician who also is a concert pianist, describes how a mathematical breakthrough enabled Johann Sebastian Bach to write "The Well-Tempered Clavier" (1722).

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Module 3: Creativity in your Maths classroom

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Module 3: Creativity in your Maths classroom

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DesignsTake into account the following criteria, which are part of the final assessment rubric that will be used on the course.
The starting point of the lesson/project stimulates curiosity and is directly connected to students’ life; for example, it addresses issues in their community or meets a real need beyond the classroom.
The mathematical content is relevant to the students’ needs and interests and based on their previous experiences and knowledge.
Math learning is embedded in real-world contexts, and the activities allow students to understand how the procedures they learn are applied in real-life situations. Some of the learning activities are carried out outside the classroom, for example measurements, observations, etc.                         T
he teacher offers access to mathematical knowledge through different channels (intuitive, modeling, diagrams, abstract, applicative) and on different levels of math proficiency.

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There are plenty of resources and tools out there that can help you bring the real world into your Maths classroom. Take a look:

Tasks such as treasure hunts can combine Google Maps, Geometry and information about the environment. Here is an article about how to use Google Maps in Maths classrooms and some great inspiration can also be found on Real World Math, a site that offers ideas and resources for using Google Earth in the Maths curriculum.

Yummy Maths is another site that aims “to provide teachers with an easy way to bring real life into their math classrooms” according to the idea that “when math is explored in contexts that are familiar and of interest to students, they will be more engaged to do math, reason, think critically, question and communicate.”

Maths can also be connected with sports, news, fashion, music or even space travel (see next point).

NASA offers a wide array of Maths-related activities on its site (http://www.nasa.gov/) and here you'll find some NASA videos about real-world use of Maths.

You can also take a look at the Algebra in the Real World Movies for more ideas!

In this blog post the author describes a useful tool for helping students to model and work through the problems for addition, multiplication, fractions, and ratios and see how algebraic reasoning works, by using interactive templates made of coloured blocks. Students are also given feedback about using the correct sequence for solving the problems. The tool is suitable for use on interactive whiteboards, as well.

Living Maths books offers a list of books that present real-life concepts in a relevant context, and reinforces Maths skills.

Last but not least, help your students experience Mathematics, make hypotheses and trials, validate and demonstrate in a virtual exhibition you can find here.

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http://www.experiencingmaths.org/

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http://www.econedlink.org/topics/7

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2.2 Textbook-type problems in the real world

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2.2 Textbook-type problems in the real world

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2.1 Applying Maths skills to a real-world problem

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2.1 Applying Maths skills to a real-world problem

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project-based learning https://www.edutopia.org/blog/pbl-and-steam-natural-fit-andrew-miller

http://academy.schooleducationgateway.eu/en/web/developing-project-based-learning-in-your-classroom

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Applying Math Skills to a Real-World Problem

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Module 2: Bringing the real world into your Maths classroom Objectives

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Module 2: Bringing the real world into your Maths classroom Objectives

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How to Make Math More Emotionally Engaging For Students

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How to Make Math More Emotionally Engaging For Students

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Be clear about why understanding math concepts matters.

Assign projects that help kids see math’s usefulness.

https://www.learner.org/

https://www.learner.org/workshops/algebra/workshop7/lessonplan1.html the oil spoil example

Discuss mathematical role models, and share how their ideas have changed the world.

Pythagoras, Rene Descartes, and Ptolemy

Alan Turing, who’s code-breaking during World War II helped defeat the Axis powers; Ada Lovelace, who created the Analytical Engine, which presaged modern programming; even Nate Silver, a popular mathematician who uses statistical forecasting to predict outcomes in Major League Baseball and political elections. The humbler discoveries made by annual recipients of the Presidential Early Career Awards for Science and Engineering might also inspire.

Strive to minimize the sources of fear.

“Anxiety is robbing you of working memory"

“You’re wasting your thought powers”

http://www.exeter.edu/admissions/109_1220_11688.aspx  the Harkness Method of teaching

https://ww2.kqed.org/mindshift/2016/08/02/how-to-make-math-more-emotionally-engaging-for-students/

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Online Math Games Balance Challenge with Mastery Learning

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Game designers at Mangahigh strive to find the perfect match between player skill and difficulty level in the standards-based teaching resources they build, and allow teachers to track student progress from within the games. More resources at http://www.edutopia.org/blog/mangahigh-games-to-differentiate-instruction-kristof-mueller and http://www.edutopia.org/made-with-play-game-based-learning-resources

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https://bubbl.us/

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The European Union's Key Competences framework provides a short and clear definition of mathematical competence that we can strive toward as teachers: the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations, with the emphasis being placed on process, activity and knowledge.

To achieve this we will look at four themes throughout the course (real-world application, creativity, collaboration, ICT) which should help develop mathematical thinking (and other crucial skills) in your students and allow them to apply such thinking in the real world around them.

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Five Principles of Extraordinary Math Teaching | Dan Finkel | TEDxRainier

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many students quickly come to the conclusion that they are simply not good at Maths and lose motivation and drive to improve.

it is essential we find methods to teach a new, friendlier, more enjoyable, more useful and less abstract Mathematics, a subject for each of our students, adapted to their particular skills and competences, a subject that is not merely a tedious hour on the timetable, but a vehicle for mutual understanding and for communication.

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Math class needs a makeover -  Dan Meyer

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An Introduction to the Learning Designer

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On Twitter you can share your feedback using the hashtag #math2mooc while on Facebook you can use our dedicated Facebook group.