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Congruent Triangles

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A flipped class is one that inverts the typical cycle of content acquisition and application so that

> students gain necessary knowledge before class, and 
> instructors guide students to actively and interactively clarify and apply that knowledge during class.

For more information see: facultyinnovate.utexas.edu/instructional-strategies/flipped-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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The Learning Objectives for this Module are:

1. Understand how digital technologies can facilitate student learning in Maths

2. Understand how digital technologies could potentially change the way we currently often approach Maths teaching

3. Consider ways how a range of tools such as QR codes, Minecraft, or Geogebra can be used in your classroom context

4. Reflect on how the Flipped Classroom approach could be implemented in your own context

5. Finalise your Learning Design

6. Peer Review the work of three other course participants and thereby reflect about your own Learning Design

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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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4.3 Teaching Maths as a Social Activity

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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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The Learning Objectives for this Module are:

1. Think about the social interactions that we can develop in our Maths class

2. Explore a range of eTwinning Maths project examples and think about your own project

3. Develop an idea how you could use the Collaborative Maths Problem Solver community in your class or adapt the idea for use in your own context

4. Collaborate with colleagues in solving a challenge of the Collaborative Maths project

5. Continue the work on your Learning Design

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This activity will help students make the transition from one-variable representations (e.g., number lines) to the TWO-variable representation of the coordinate plane. Students will watch 15-second videos and translate them into graphs with your help. Special thanks to Adam Poetzel (@adampoetzel) for his videos. (Used under CC-BY license.)

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An essential aspect of successful teaching is communication between the teacher and the learners. However, m ath is hard! Communicating how to do mathematics is even more challenging! I have found a...

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This lesson will involve your students in geometry and measurement as they work as civil engineers to design and build their own bridge.

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Free weblog publishing tool from Google, for sharing text, photos and video.

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Super Simple ORIGAMI vs KIRIGAMI Butterfly

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Origami Proof of the Pythagorean Theorem

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Leave your homework in the comments. Extra points for clarity and conciseness! Special thanks to my peeps at NYU where the idea for this video popped up duri...

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It was when hearing the sounds of hammers that Pythagoras realized the ubiquity of numbers in mathematical harmony. He would go on laying down the mathematical foundations of music, based on octave…

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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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Our Learning Objectives for this module are:

1. Acquire a range of ideas of teaching maths with links to "creative" subjects and areas such as music, crafts, dance, etc.

2. Share a range of resources and further ideas on how to combine maths with other subjects

3. Continue work on the Learning Design

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Module 2: Bringing the real world into your Maths classroom

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Module 2: Bringing the real world into your Maths classroom

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2.3 Maths in everyday life

I can use the photo bellow to start a lesson about the mean value of two (or more) numbers. In this way students could understand better the concept.

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Module 2: Bringing the real world into your Maths classroom

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Module 2: Bringing the real world into your Maths classroom

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2.2 Text-book type problems in the real-world

An example of outdoor activity: students divided in groups receive some questions connected to a part of the school yard. For example about the photo behind they should calculate the area of the middle part, the area of the stoned part, how much seed we need to seed grass in the round middle part, or they are asked to make a plan and to calculate how many flower we can plant in that area, etc.

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Module 2: Bringing the real world into your Maths classroom

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Module 2: Bringing the real world into your Maths classroom

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2.1 Applying Maths skills to a real-world problem

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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

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Module 2: Bringing the real world into your Maths classroom

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Our Learning Objectives for this module are:

1. An understanding how project-based learning can help make Maths more meaningful and result in deep learning in a Maths context.

2. An understanding how normally more mundane activities that can be often found in text books can be made more "real" and engaging to the students

3. Identified and shared a PBL problem or challenge that can result in Maths learning

4. Identified and shared a text book activity and how that could be made more "real" and engaging for students

5. Identified and shared a picture of students' surrounding that could be used in the classroom to introduce a Maths topic

6. Incorporated some key reflections and resources on the Learning Diary

7. Continued work on the Learning Design by adding some activities

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1.6 Self-assessment activity

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1.3 Personalising learning in your Maths classroom

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Mangahigh | Online Maths Resource | Game Based Learning for Students

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Mangahigh - Where every child finds fun in learning. A digital maths resource for blended learning. Transform your teaching with game-based learning. Used by thousands of students every day.

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1.2 Moving to Maths 2.0

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Making Maths more relevant and engaging, More playing, More connections with real life, More practical activities, More time for thinking, trying, learning from mistakes

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1.1 Why is Maths unpopular?

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Five Principles of Extraordinary Math Teaching | Dan Finkel | TEDxRainier

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1.1 Why is Maths unpopular?

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Math class needs a makeover -  Dan Meyer

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I teach Mathematics in School no. 195 Bucharest, Romania, at the lower secondary level. My students are between 11 and 15 years old. The school is very big (about 2000 students) with pupils between 6 and 15 years old. In every classroom we have access to video projectors and Internet (but not in the same time). We also have a computer room.

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I am a Maths teacher in Bucharest, Romania. I am always interested in improving my teaching methods, and in making my classes more interesting, motivating and engaging.

My hobbies are: reading, watching movies, travelling, trekking and sports.