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Module 3 (p2)- Activities involving movement and constructions

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Module 3 (p2)- Activities involving movement and constructions

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Example activities and tools

Culturally Sitated Design Tools is a project that aims to teach Math and Computer Science though culture. Many cultural designs are based on math and computing principles. These activities try to help students learn these principles as they simulate the original artifacts, and develop their own creations

Here is another interesting project or teaching unit on building bridges.

Activities

https://www.youtube.com/watch?v=_3WMKNUtIXM

https://www.youtube.com/watch?v=i6qB2pTSRm8

- One more dance activity- a game focused on parallel lines

- Using Cuisenaire rods to discover and build math concepts with young students

- Barbie Bunjee- Jumping- a lesson that applies the knowledge of the line of best fit while designing bunjee jumps.

- Jumpings Statistics, an activity ispired by this award-winning lesson plan. Click on the pointers to see the worksheet and the video

https://www.youtube.com/watch?v=LOI2ybOWLUo

- Studying symmetry with Lego and butterfies. More Lego activities here, here and here

- Building a geodezic dome with straw- in a combined math and engeneering activity

- A formative assessement lesson on motion laws called Rolling Cups, complete with lesson plan and media resources

- A practical proof in the video below

- Our activity on the Vitruvian Man, trying to find the Golden Ratio in our own bodies and find out how perfect we are.

- Baking Geometry- how about some sweet conic sections?

- Rocket Science- Working in teams, students design and build rockets powered by water and pressurized air.  Using what they learn about the fundamentals of force and motion, they build a fully functional rocket including:  payload compartment, propulsion system, recovery system and guidance system.

- Blocks activities for young students.

- Designing a perfect parking lot

- Math using crochet and knitting. There’s a lot of discussion about elementary students who struggle with basic math concepts. There are very few truly imaginative solutions for how to engage these kids. The afghans knit by now-retired British math teachers Pat Ashforth and Steve Plummer, and the curricula [PDF] they developed around them over several decades, are a significant exception. Even for the “simple” function of multiplication, they found that making a large, knitted chart using colors rather than numerals could help certain students instantaneously visualize ideas that had previously eluded them. “It also provokes discussion about how particular patterns arise, why some columns are more colorful than others, and how this can lead to the study of prime numbers,” they wrote. Students who considered themselves to be hopeless at math discovered that they were anything but. And here is our example below.

https://www.scribd.com/document/317693572/The-Pentagon

https://www.scribd.com/document/317693518/The-Square

https://www.scribd.com/document/317693462/The-Triangle

https://www.scribd.com/document/317693599/The-Hexagon

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Module 3 (p1)- Activities involving movement and constructions

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Module 3 (p1)- Activities involving movement and constructions

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Math teachers who have only paper and pencil at their disposal, find some of the curriculum contents very difficult to illustrate. A lot more objects and materials besides string and paper can be used for modeling mathematical knowledge, from Lego pieces to cakes. This approach stimulates children to learn, helping them to understand and use math in ways they’ve never considered. Activities such as object manipulation, dancing, movement, measuring, mime, crochet can be turned into an opportunity to learn Math. Students can prove theorems and properties in a practical way, based on object manipulation, self-made models, experiments and observations, using different materials and auxiliary tools, such as in this practical lesson on volumes where making the shapes, physically measuring them and turning them round in their hands helped the students understand what they were doing far more than simply working from a textbook would have done. As another example, they can build and use a wooden device to prove the theorem of Thales or build a vehicle propelled by a balloon and studying its movement. They can revise Math terms though mime or inquiry on arithmetic progressions by doing crochet, understand coordinates with dance or cross-stitch. In this way, geometrical rules, axioms and operations are „physically” elaborated and stimulate kinesthetic learning. Turning the Math class into a workshop is certainly not easy and it cannot be a day-to-day practice maybe, but trying it from time to time can bring calculations to life.

https://vimeo.com/113144232

http://www.slideshare.net/erikatsma/using-the-theorem-of-thales?ref=https://learninglab.etwinning.net/23719/pages/page/145731

https://www.youtube.com/watch?v=QrDBRMKDxeM

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Module 2 (p3)- Activities using paper or string

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Module 2 (p3)- Activities using paper or string

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The mindset theory

Another important aspect is the students’ mindset, as a progress factor. A growth mindset, that is the understanding that the abilities and intelligence can be developped (as opposed to a fixed mindset, the idea that they are fixed and cannot be influenced) has been shown by researchers to have powerful effects on students’ motivation and learning. You can find out more about the mindsets and their importance in school success here or by watching this interview with Stanford professor  and author Carol Dweck. In 1988, Dr. Dweck first presented a research-based model to show the impact of mindsets. She showed how a person’s mindset sets the stage for either performance goals or learning goals. A student with a performance goal might be worried about looking smart all the time, and avoid challenging work. On the other hand, a student with a learning goal will pursue interesting and challenging tasks in order to learn more. In subsequent studies, Dr. Dweck found that people’s theories about their own intelligence had a significant impact on their motivation, effort, and approach to challenges. Those who believe their abilities are malleable are more likely to embrace challenges and persist despite failure. This model of the fixed vs. growth mindset shows how cognitive, affective, and behavioral features are linked to one’s beliefs about the malleability of their intelligence..

Here is a list of six tips for nurturing a growth mindset from Carol Dweck and a longer talk she gave on this topic at EdWeek's  "Leaders to Learn From" event in Washington. You can read another article about her research. And here are some resources for teaching growth mindset from Edutopia, with a special section on Math.

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Module 2 (p2)- Activities using paper or string

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Module 2 (p2)- Activities using paper or string

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Example activities and tools

https://www.youtube.com/watch?v=QTNg0ofgB78

- Folding activities from NRICH

-Fractions explained by folding paper in the video below

https://www.youtube.com/watch?v=-9QBH-nvLgY

- The Math in a simple A4 paper! . Here you have the second part of the activity.

- Take a look at the fold and cut activity in the video. You can find more examples here and here. If you need some templates for such activities, they can be found at http://howtofoldit.org/

https://www.youtube.com/watch?v=ZREp1mAPKTM
- A puzzle from MathPickle about the Minotaur and the labyrinth

- Printable paper games http://krazydad.com/

- Resources for origami http://artcuratorforkids.com/origami-for-kids/ also suitable for younger students

- From our last project, here are two more activities: making fractal Christmas trees and Dressing Mr. Cube

- Building the platonic solids

- A lesson about volumes

- A simple string art activity here

- Drawing the three conics (ellipse, parabola and hyperbola) by pin-and-string constructions.

https://www.youtube.com/watch?v=mldZ_7QwLvs
- Creating interactive notebooks

- More Math art project ideas here, if you need more inspiration

Tools

Thinglink is a tool for creating interactive images by annotating. You can add links to a wide variety of content areas. You can look at this example.

Tess is a tool for creating interactive lessons by combining online content, media and files. It's reliable and easy to use. You already had the A4 Math examples above.

Artsteps is a tool for creating virtual exhibitions. You can create a gallery with your students' works. Here is an example.

Sliceform Studio is a free tool for creating Mathematical art. You can create your own tiling design online, customize it, download it and assembly it in reality. There are tutorials and a gallery for inspiration.

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Module 2 (p1)- Activities using paper or string

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Module 2 (p1)- Activities using paper or string

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Origami Proof of the Pythagorean Theorem

https://www.youtube.com/watch?v=z6lL83wl31E (1)

Paper and string are cheap and easy to use anywhere, which makes them valuable materials in any class. Students can be encouraged to use their kinesthetic intelligence to play with tangram, create tessellations, make geometrical paper objects, such as platonic solids and carry out simple proofs of their geometrical properties through paper folding or origami, create drawing techniques etc. Students will also use measurement and manipulation and investigation, for example to study the area/perimeter connection or “discover” the number PI. Some other mathematical concepts that can be studied with paper and/or string activities include sequences, symmetry, fractions, sums and combinatorics, geometric constructions and many more. In this way, they will understand relations, rules and theorems in a kinesthetic way. These activities engage students and sneakily enhance their skills -- including improved spatial perception and logical and sequential thinking. For example, origami has been found to strengthen an understanding of geometric concepts, formulas, and labels, making them come alive, connect abstract knowledge such as fractions to real life, enhance thinking and problem-solving skills, as well as lateral thinking. More on the benefits of origami in this article http://www.edutopia.org/blog/why-origami-improves-students-skills-ainissa-ramirez and document

About purposeful folding activities in this article.

https://www.youtube.com/watch?v=J9gvXmu_1BE (1)

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Tools (instrumente, unelte)

-Android apps: sketching and annotation tools (such as Sketch Box or Skitch), Geogebra, mindmapping tools (such as Mindomo), QR readers (such as ScanLife), photo editors (such as Pixlr or PicsArt), sound recording and sharing (such as Soundcloud), screenshot tools (such as Screenshot), doodling tools (such as You Doodle or Sketch for Keep), or even astronomy tools (such as SkyView). A very simple tool for creating QR codes treasure hunts is(1) or you can find ready-made treasure hunts on this website (2)

http://www.classtools.net/QR/index.php (1)

https://www.tes.com/resources/search/?q=Treasure%20Hunts (2)

Aplicațiile Android: crochiuri și instrumente de adnotare (cum ar fi Sketch Box or Skitch), Geogebra, unelte mindmapping (cum ar fi Mindomo), cititoare de QR (cum ar fi ScanLife), editori foto (cum ar fi Pixlr sau PicsArt), înregistrarea sunetului și pentru distribuire (astfel ca Soundcloud), screenshot (cum ar fi Screenshot), instrumente (cum ar fi You Doodle sau Sketch for Keep), sau chiar instrumente de astronomie (cum ar fi SkyView). Un instrument foarte simplu pentru a crea QR vânătorile coduri de comori este (1) sau puteți găsi gata făcute activitățile de vânătoare de comori de pe acest site (2).

-A few iPad apps: 30 hands for creating a narrated slideshow using photos from your camera roll or drawing images (3) or these tools (4) for recording audio notes. A good tool can also be Educreations (5), for creating a lesson and sharing it. You can draw on a whiteboard or on photos while narrating what you are doing. The lesson can also be published on the Educreations website. More STE(A)M apps, you can find them here (5)

https://itunes.apple.com/us/app/30hands-starter-create-show/id605013231?mt=8 (3)

http://www.educatorstechnology.com/2016/09/4-excellent-ipad-apps-for-recording.html (4)

https://www.educreations.com/ (5)

https://ictevangelist.com/periodic-table-steam-ipad-apps/ (6)

Câteva aplicații iPad: pentru a crea un slideshow  folosind fotografii de pe camera foto sau desene (3) sau aceste instrumente pentru înregistrarea audio (4). Un instrument bun poate fi, de asemenea, Educreations (5), pentru crearea unei lecții și distribuindu-o. Se poate desena pe o tablă sau pe fotografii în timp ce povestește ceea ce faci. Lecția poate fi, de asemenea, publicată pe site-ul Educreations. Mai multe STE (A) M aplicații, le puteți găsi aici (6)

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Module 1- Oudoors activities (p4) Gardner's Multiple Intelligence Theory (Teoria inteligențelor multiple a lui Gardner)

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Module 1- Oudoors activities (p4) Gardner's Multiple Intelligence Theory (Teoria inteligențelor multiple a lui Gardner)

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https://en.wikipedia.org/wiki/Theory_of_multiple_intelligences (about MI Theory)

http://cathcart.com/media-press/motivation-articles/7-intelligences-what-does-it-mean-to-be-smart/ (about MI Theory)

http://www.thirteen.org/edonline/concept2class/mi/index_sub3.html (about MI Theory)

http://andrewwales.blogspot.ro/2009/08/curriculum-comics-multiple.html (comic)

https://www.edutopia.org/multiple-intelligences-howard-gardner-video (interview with Howard Gardner)

Description of each MI type, including characteristics, class activities, useful tech tools etc. (http://www.surfaquarium.com/MI/profiles/index.htm)

Explantions from the psychological point of view (http://www.surfaquarium.com/MI/mi_domains.htm)

Scientific paper by John Munro on Multiple Intelligences in Mathematics Teach (https://students.education.unimelb.edu.au/selage/pub/readings/mathsld/Multiple%20intelligences%20and%20mathematics%20teaching.pdf)

Multiple Intelligence Tests - You can find out what is your intelligence profile with this test: http://www.surfaquarium.com/MI/inventory.htm

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Example activities and tools (Exemple de activități și instrumente) https://www.youtube.com/watch?v=y6HrPH3Hv7U

Here are some activity examples for taking Math outdoors. If you need more inspiration, take a look at the eTwinning project called Go Outside And Learn - GOAL (Iată câteva exemple de activitate pentru a lua matematica in aer liber. Dacă aveți nevoie de inspirație, să ia o privire la proiectul eTwinning anagramat GOAL)

http://new-twinspace.etwinning.net/web/p34220/welcome

-Treasure hunts are complex activities that can have many forms. You can use QR codes for creating the tasks, such as in this one, that took part in an open-air museum. (Vânătorile de comori sunt activități complexe, care pot avea mai multe forme. Aveți posibilitatea să utilizați coduri QR pentru a crea sarcini, cum ar fi acesta, care a participat la un muzeu în aer liber)  http://aimsbucharest.weebly.com/wednesday-may-13th.html

- Measuring the height of a tree or building using a simple theodolite in this  activity from Mathisfun

(Măsurarea înălțimii unui copac sau construirea cu ajutorul unui teodolit simplu, în această activitate de la Mathisfun) http://www.mathsisfun.com/activity/how-high.html

-Six examples of #StreetMath adventuressuitable for elementary students too

(Șase exemple de aventuri #StreetMath potrivite pentru elevii din clasele mai mici)

https://naturalmath.com/2013/10/6-big-adventures-in-street-math/

-Some "Messy Outdoor Math" like these Scottish teachers and students. (Câteva "Activități de matematică în aer liber", la fel ca acești profesori și elevi din Scoția)

https://www.youtube.com/watch?v=Nh_4SEUpSrA

-Some cross-curricular outdoors lessons plans, you can find some at (Câteva planuri de lecții în aer liber) htp://countrysideclassroom.org.uk/resources/689

-Take part in the  Erathostenes experiment, that takes place each year, in March and September (http://eratosthenes.ea.gr/en/content/experiment) (Implicați.vă în experimentul Erathostenes, care are loc în fiecare an în martie și septembrie cu ocazia echinocțiului).

-Try some statistics study on leaves (Încercați unele statistici de studiu pe frunze)  https://docs.google.com/presentation/d/16buL0NlsiUPamMgHX8DyMY_0L0gfhpC7HxthlFKFPwY/present?ueb=true#slide=id.g9972bbd6e_0_42

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Take some Maths activities outside and feel the learning become richer and more meaningful – better yet, don’t take Maths activities outside – find the Maths that’s already there! (Desfășurați câteva activități de matematică în afara sălii de clasă, în care învățarea devine mai bogată și mai semnificativă. Indicat ar fi nu doar să desfășurăm activități în afara sălii de clasă ci să găsimacea matematicăexistentă deja acolo!)

https://www.youtube.com/watch?v=9562D7jnkiQ
Getting out of the classroom facilitates authentic or experiential learning (the engagement of learners with the world as they actually experience it) and gives better access to the main pathways to learning (Visual, Auditory and Kinaesthetic). As a result, we can expect to find the following benefits:

·  higher levels of motivation

· almost limitless resources

· an opportunity to see maths as cross-curricular

·  greater curiosity leading to more effective exploration

· creative ideas driving investigations

·  meaningful application of problem solving strategies and thinking skills

·  a heightened sense of purpose and relevance

·  the all important bridge between theory and reality

·  greater independence and an improved attitude to learning

· greater enjoyment and achievement

· a realisation that our environment offers opportunities for learning and enjoyment

(Ieșirea din sala de clasă facilitează învățarea autentică sau experimental (angajarea elevilor cu lumea reală așa cum au de fapt experiență ei) și oferă un acces mai bun la căile principale de învățare (vizual, auditiv și practic). Ca urmare, ne putem aștepta să găsim următoarele beneficii:
• niveluri mai ridicate de motivație,
• resurse aproape nelimitate,
• o oportunitate de a vedea matematica și crosscurricular,
• o mai mare curiozitate care duce la explorare mai eficientă,
• idei creative,investigații de conducere,
• aplicarea semnificativă a strategiilor de rezolvare a problemelor și abilități de gândire,
• un sentiment sporit de scop și relevanță,
• importante punți de legătură între teorie și realitate,
• o mai mare independență și o atitudine îmbunătățită a învățării,
• o mai mare bucurie a realizărilor proprii,
• conștientizarea faptului că mediul nostru oferă oportunități de învățare și de bucurie.

The brochure created in the project "Path of Innovation through Europe", that aimed to intruduce orienteering activities in school. There are a lot of mathematical activities and ideas there! (Broșura creată în cadrul proiectului "Calea inovației prin Europa", care avea ca scop introducerea activităților de orientareîn școală. Există o mulțime de activități matematice și idei acolo!)  http://ita.calameo.com/read/0047521176e48a96a6fb3

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·Introduction (November 29th)
· Argument.  Hands-On Teaching and Learning (November 30th-December 1st)
· Module 1- Outdoors activities (December 2nd-3rd)
· Module 2- Activities using paper or string (December 4th-5th)
· Module 3 - Activities involving movement or construction  (December 6th-7th)
More ideas, conclusions and wrap-up (December 8th-9th)

Introducere (29.11.2016)
Argument. Hands-On predare și învățare (30.11-1.12.2016)
Modulul 1- activități în aer liber (2-3.12.2016)
Modulul 2- Activități folosind hârtie sau șir de caractere (4-5.12.2016)
Modulul 3 - Activitățile care implică mișcare sau de construcție (6-7.12.2016)
Mai multe idei, concluzii și wrap-up (8-9.12.2016)

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The three following modules will each focus on one type of activities: outdoors, paper / string and construction / movement activities, with more ideas, examples and tools for each type. The final part includes some conclusions, more examples and further reading, links to resources, a Padlet for feed-back.

The outcomes of the event are: a final project / activity plan for each participant as well as an Event Journal that will  collect resources from the course or shared by the other participants that are relevant for their own teaching context, forum discussions and a pool of activities to be used by all the participants.

(Cele trei module se vor concentra fiecare pe un singur tip de activități: activități în aer liber, de hârtie / șir și de construcții / de mișcare, cu mai multe idei, exemple și instrumente pentru fiecare tip. Partea finală include o serie de concluzii, mai multe exemple pentru lectură, link-uri către resurse, un Padlet pentru feed-back.
Rezultatele evenimentului sunt: ​​un plan final de proiect / activitate pentru fiecare participant, precum și un Jurnal eveniment care va colecta resurse de curs sau împărtășite de ceilalți participanți, care sunt relevante pentru contextul lor propriu de predare, forum de discuții și un bazin de activități care urmează să fie utilizate de către toți participanții.)

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The event  is aimed on a few ways to enhance the degree of students’ involvement in Math classes by using practical, hands-on activities, as well as on specific examples of activities and tools than can be used to achieve this goal. The final aim of the event is to help the participating teachers to enhance the quality of their teaching strategies by going from transmitting information to collaborative and involving activities that would allow every student to value his/her potential and understand the usefulness of Mathematics. (Evenimentul are ca scop prezentarea a câtorva modalități de a spori gradul de implicare a elevilor la orele de matematică prin utilizarea practică, activități practice, precum și cu privire la exemple specifice de activități și instrumente care pot fi folosite pentru a atinge acest obiectiv. Scopul final al evenimentului este de a ajuta profesorii participanți să  îți îmbunătățească, la rândul lor, calitatea strategiilor lor de predare, mergând de la transmiterea de informații către colaborare și implicare în activități care să permită fiecărui elev să valorifice potențialul lui și să înțeleagă utilitatea matematică). Moderatorul evenimentului de învățare este prof. Irina Vasilescu (București, România)

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Our school, Technical College ”Ioan Ciordaș”,  was founded 130 years ago. We are an educational institution available and attractive for many students from Beiuş city and its surroundings. The educational offer of our school contains the technological chain: commercial studies, technical, natural resources and environmental protection. We also have secondary classes. In our school there are about 810 students. In our school, there are 75 teachers, plus the administrative and auxiliary personnel. We intend to involve our students, aged from10 years(5th grade) to 18-19years(12th grade), in attractive activities, facilitating for them the possibility to exchange things and facts with the students from abroad. The web page of our school is http://www.ciordas.ro/

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My name is Crina Bercovici and I live in Beiuș, Romania. I have 31 years of experience in the educational field.I am currently teaching in secondary school, high school and vocational school at Technical College ”Ioan Ciordaș” from town. My students are aged between 10 and 19 years. I am eTwinning member since December, 2009 and in 2013 I became one of romanian ambassadors eTwinning. I like to help my colleagues about what I know and I am open to learn news in education. I like very much to enrol and involve my students in many useful educational projects. My learning style is visual and practical.