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Let's get started with our first module on the course. In this module we have the following Learning Objectives:

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Let's get started with our first module on the course. In this module we have the following Learning Objectives:

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1. Understanding why traditional Maths teaching is often considered problematic and can leave many people with the feeling that they are simply not good at it.
2. Understanding how Maths can be made more engaging and facilitating a deeper learning of mathematical concepts and processes, rather than simple memorisation and application of formula.
3. Understanding why personalising learning as much as possible can help student engagement.
4. Reflecting on and assessing our own Maths teaching practice, and identifying some key goals to focus on during the course.
5. Identifying some specific innovative actions or ideas that we would like to incorporate in our Maths teaching.
6. Incorporating some key reflections in our Learning Diary.
Identifying a class and topic to use for the Learning Design course, and setting up a Learning Design on the Learning Designer.

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Are students actually bad at Maths or have we maybe failed them in how we teach Maths? At the very least we should consider why Maths, unlike most other school subjects, has such a bad reputation.

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So how can we change our way of teaching Maths?

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1.3 Personalising learning in your Maths classroom

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1.3 Personalising learning in your Maths classroom

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One of the key questions you should ask yourself before embarking on innovating your Maths classroom is how familiar you are with your students' learning preferences, interests, confidence levels, etc.

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Our Learning Objectives for this module are:

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Our Learning Objectives for this module are:

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

2. Understanding how the normally mundane activities found in textbooks can be made more "real" and engaging to the students

3. Identifying a PBL problem or challenge that can result in Maths learning

4. Sharing a textbook activity and explaining how it could be made more "real" and engaging for students

5. Identifying and sharing a picture of the students' surroundings that could be used in the classroom to introduce a Maths topic

6. Incorporating some key reflections and resources in the Learning Diary

7. Continuing to work on the Learning Design by adding some activities

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Start Date

Monday, 18th September 2017
Duration

The course consists of 5 modules. The expected workload is about 3-4 hours a week. The course lasts 6,5 weeks from 18th September to 1st November.

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Pitești, Argeș, România

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1.4 Twitter Chat: Strategies for engaging students in the Maths classroom

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1.4 Twitter Chat: Strategies for engaging students in the Maths classroom

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#Math2MOOC TWITTER CHAT

Last Thursday, 21st September we had our first live event of the course, the #Math2MOOC Twitter chat with Irina Vasilescu, where we discussed Strategies for engaging students in the Maths classroom.

https://twitter.com/i/moments/912227629754970112

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1.5 Getting started with your Learning Designs

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1.5 Getting started with your Learning Designs

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The goal is that by the end of the course you have a concrete plan on how to go about innovating your Maths teaching.
Use the following shortened URL to share the design
https://v.gd/2QhEf8

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As a final step in this module, we ask you to further reflect on your current teaching approach by completing the following self-assessment table: Word version & OpenOffice version. Download the table, complete it and upload it on your Learning Diary. As we recommend submitting your Learning Diary together with your Learning Design in the peer-review activities, the completed self-assessment form will provide valuable context to your reviewer and hopefully allow them to provide more valuable feedback to you.

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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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We will start with the most challenging one, but at the same time the richest and the most rewarding: project-based learning. For an illuminating take on this concept, you can check out the Edutopia article PBL and STEAM Education: A Natural Fit, which makes the case that "using project-based learning in science, technology, engineering, art, and math classes is a way to solve problems in real-world contexts."

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The course is made up of 5 modules, each consisting of:

A number of videos or other types of content that are meant to provide you with an idea, introduce you to a resource, or encourage you to reflect on your own practice.

Reflection or discussion activities where you share your input on an idea or question raised in the content with your peers. In most cases we use Padlets for this. Think of it as being in a face-to-face workshop and being asked to provide some ideas on a post-it note that you then stick somewhere in the room for others to see.

Optional and obligatory self- and peer-review activities at the end of each module. Please note that the final activity where you need to submit a lesson plan and review the lesson plans of other participants is obligatory, so if you want to get the certificate you need to complete all steps of this.

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The course will last 6,5 weeks (each module will last 1 week, plus 1,5 additional week at the end), from 18th September 2017 to 1st November 2017. The final deadline is, therefore, the 1st of November.

Modules will open each week on a Monday, and will remain open for the duration of the course.

In terms of workload, we estimate it to be around 3-4 hours per week depending on your level of engagement.

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Me - I'm the candle

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As part of the activities, you are welcome to share and discuss materials, opinions or experiences related to this course using the forum, the padlets underneath the videos, and/or social media. On Twitter you can share your feedback using the hashtag #math2mooc while on Facebook you can use our dedicated Facebook group.

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On this course we will use a range of self-assessment and peer-assessment activities requiring you to reflect on your own practice and provide feedback for your peers. It is important to complete the final peer-assessment activity if you wish to receive the digital certificate at the end of the course.

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Would you like to know who is behind this course

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Would you like to know who is behind this course

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The course is substantially based on Irina Vasilescu’s Learning Event “Maths for Every Student” on eTwinning. Irina Vasilescu, an experienced Maths teacher and teacher trainer, will be directly involved in the running of the course as a course moderator and you'll have plenty of opportunities to directly interact with her. Irina will be supported by Nair Carrera Martinez and Benjamin Hertz. The course was validated by the Teacher Academy Pedagogical Advisory Board.

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I'm glad!

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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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Add on your Learning Diary and share here on the Padlet a brief description of the activity and how you would make it more "real".

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Explain how you could use a picture to start out a lesson on a certain Maths topic.

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Part of bringing the real world into the Maths classroom is showing how important Maths is for students' future careers and establishing links to a range of professions which use Maths on a regular basis.

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

1. 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.

2. The mathematical content is relevant to the students’ needs and interests and based on their previous experiences and knowledge.

3. 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.

4. Some of the learning activities are carried out outside the classroom, for example measurements, observations, etc.

5. The 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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I'm very glad!

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Our Learning Objectives for this module are:

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Our Learning Objectives for this module are:

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1.Acquiring a range of ideas for linking Maths to "creative" subjects and areas such as music, crafts, dance, etc.
2.Sharing a range of resources and ideas on how to combine Maths with other subjects
3. Continuing to work on the Learning Design

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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.

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I'm happy!

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Our Learning Objectives for this module are:

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Our Learning Objectives for this module are:

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1. Thinking about the social interactions that you can develop in your Maths class
2. Exploring a range of eTwinning Maths project examples and thinking about your own project
3. Continuing to work on your Learning Design

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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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Take into account the following criteria and try to include as many of them as possible when designing your new activities or adapting your existing ones. These criteria are part of the final assessment rubric that will be used on the course.

1. The instruction time is balanced between full groups and small groups, including a good mixture of individual and team work.

2. The lesson plan clearly mentions collaborative work strategies such as small group discussions, creating a joint outcome, giving each other feedback, collaborative problem-solving, working in pairs, debates, etc.

3. Students are divided into teams that share substantial responsibility for a common learning outcome: research, experiment, conjecture, learning material, etc.

4. In the groups, students’ work is interdependent, i.e. they cannot work in parallel, and students need their peers’ results to complete their own.

5. The lesson/project includes the participation of professionals outside the school, people from the community, organisations, etc.

6. Students are offered regular, structured opportunities to assess themselves and reflect on their progress, as well as assess their peers.

My learning design
https://v.gd/2QhEf8

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I'm very happy!

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The Learning Objectives for this module are:

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The Learning Objectives for this module are:

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

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

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

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

5. Finalising your Learning Design

6. Peer-reviewing the work of three other course participants and thereby reflecting on your own Learning Design

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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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"A teacher who could be replaced by a machine should be." (Arthur C. Clarke) Using digital technologies should never become an end in itself.

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One of the most popular pedagogical approaches using technology in recent years has been the flipped classroom model.

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Graphing calculators have been around for a long time, but the great thing about the Internet is that they are now much more powerful, and available to everyone for free.

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Minecraft is a fantastic tool for learning across many different subjects, and it also lends itself to the Maths classroom. By building structures in Minecraft, geometric shapes can be nicely illustrated and simple calculations can be visualised for students.

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QR codes are visual codes that contain simple text, data, URLs, etc. They can be used in Maths classrooms for students to check their work at their own pace, to provide additional resources or information to students, or to construct engaging activities like treasure hunts.

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Title: Learning maths through code and robotics

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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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In this final activity you have to

1. Finalise the Learning Design you have been working on in the previous modules and

2. Submitting your Learning Design and reviewing the designs of 3 colleagues (next section).

a. Students make use of technology inside or outside of class. For example, they use mobile phones or other handheld devices to take pictures, record data, calculate, graph etc.
b. The ICT tools are mentioned in the lesson plan and are appropriate for students’ age and expertise, for example don’t require an email account, allow teachers to create students’ accounts etc.
c. The ICT tools are usable across devices, so there is no digital gap between students.
d. The selected ICT tools promote and facilitate students’ collaboration, communication, organizing, sharing and publishing their work.
e. The technology is integrated in the content, supporting the Math curriculum and adds value to the lesson, for example more creative or new activities are made possible.
f. The technology supports every stage of the lesson, including students’ assessment.

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I'm waiting....the final badge! And I HOPE! This will be!