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Digital experiences of NRICH connected with the physical experiences

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Digital experiences of NRICH connected with the physical experiences

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I am saving it because the problems and games in this feature will challenge your learners to visualise quadrilaterials and may help them gain a better understanding of their properties.

It will have the follwoing potential impact on students: scafolding their learning for example how do you know that it is a square, as children with defferent levels of expiernce will explain in different ways and theirfore children will be learning from each other.

This games will also help the chidren anylise, find different stratigies through live tasks which will encourage students to gain a deeper understading of certain maths concepts. In addition children will be developing straratigic thinking, thinking a head, visulising and also gaining a better understanding of the dionamics of different maths concepts. Therefore i would deffently use these interactivities.

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This game is part of a set of three. We recommend you play this version after having a go at Seeing Squares and before having a go at Seeing Rhombuses.
This game can be played against a friend or against the computer.

Players take it in turns to click on a dot on the grid - the first player will place blue triangles and the second player will place pink squares.

The winner is the first to have chosen four dots that can be joined to form a parallelogram.

Parallelograms can be anywhere and any size.

Clicking on the purple settings cog allows you to select the size of the grid, who the players are, and who goes first.

Once you've played a few times against a friend, you might like to discuss your strategies, and then test them by playing against the computer.

Can you find a winning strategy?

If you are not using the interactive game, you may like to print off some dotty paper.

You may be interested in the other problems in our Strategy Games Feature.

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This game is part of a set of three. We recommend you play this version after having a go at Seeing Squares and before having a go at Seeing Rhombuses. This game can be played against a friend or against the computer.

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I am saving this as a reminder that Mindcraft is not just a game but a fun tool to be used in math lessons. Incorporating Mindcraft into math lessons can help students visualise mathematical concepts in a more engaging and interactive way, leading to better understanding and retention of the material. It also allows for hands-on problem-solving and collaboration among students.

I plan to use the educational version of Mindcraft to better my teaching

It could have a postive imapct not just on my profecianl development but on the chidlren's learning

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Teaching scientific concepts using a virtual world – Minecraft

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I am savin this not just to improve my own teaching but to improve the children's learning skills.

I plan to start to use Flip learning in my maths lessons.

implimating flip learning could have the follwoing impact:

For children prior to class, students can put vital information into their long-term memory. This reduces cognitive strain in class, allowing students to make new and deeper connections and create more advanced concepts.

For me as the teacher it informs me of what students do and do not comprehend so that I may target any missconceptions and understadings in my next teaching lesson.

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The impact of ICT in maths learning - Teaching should be more learner-centred.

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The impact of ICT in maths learning - Teaching should be more learner-centred.

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I am saving this as it has helpful tips on how to improve my teachign skills in digital teaching.

I plan to implement this new found knowldge in my ICT lessons.

This could have the following potential impact on my professional  practice in teaching.

• Digital technology is best used as a supplement to regular teaching rather than as a replacement for it;  What matters is how well technology is applied to support teaching and learning by teachers, not whether it is used (or not);

• The competence of teachers to use digital equipment and tools successfully in classrooms; • The possibilities for teachers to learn how digital resources may be used and pedagogies altered (Rosen and Beck-Hill, 2012; Belland, 2009).

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Literature review on the impact of Digital technology on learning and teaching - scottish 