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I'm Mariapia Borghesan and I teach Maths and Science in a Lower Secondary School in the North of Italy. I like teaching, collaborating with other people, reading and travelling.

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Learning Objectives:

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.

7. 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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Many students quickly come to the conclusion that they are simply not good at Maths and lose motivation and drive to improve. And this is a problem not only in our classrooms, but also at a much higher economic level. In a time when students’ motivation for studying STEM (Science, Technology, Engineering, Maths) subjects needs to dramatically increase all over Europe (only 12% of the European students get a STEM degree, compared to 45% of Chinese students), 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.

In my opinion Maths is unpopular because of:
-sterotypes
-teaching methods
-fear of failure
-lack of perseverance
-....

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Sure!!!!

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Math class needs a makeover -  Dan Meyer

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Is 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.(European Union's Key Competences framework)

I think that we need to insist in "solve a range of problems in everyday situations". This is the crucial point!

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Five principles of Extraordinary Math Teaching

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Five principles of Extraordinary Math Teaching

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5 great suggestions! I like number 3: "You are not the answer key" and number 5: "Play!". Students like games and me too

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Five Principles of Extraordinary Math Teaching | Dan Finkel | TEDxRainier

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 Personalising learning in your Maths classroom

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 Personalising learning in your Maths classroom

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According to Linda Flanagan:
-Assign projects that help kids see math’s usefulness
-Discuss mathematical role models, and share how their ideas have changed the world (I like to learn with my students about famous matematician life)
-Strive to minimize the sources of fear (everyday I tell them this proverb: "Sbagliando si impara", in english : "when we fail we learn)
And also:
-use creativity
-use ICT
-use handmade costructions
and above all
HAVE FUN

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Flick/Craig Dugas

When Jacqui Young studied pre-calculus as a high school junior, she found the experience unexpectedly fulfilling. She didn't consider herself a "math person," but pre-calc came more easily to her than it did to most of her peers, and she spent a lot of time helping fellow students grasp the concepts. "It felt good to be able to understand something and then be able to walk someone else through it," she said. "It was so gratifying, and made me want to stay on top of the subject."

Satisfaction and engagement may not be the most common feelings among students studying introductory calculus. According to Jo Boaler, a professor of math education at Stanford, roughly 50 percent of the population feels anxious about math. That emotional discomfort often begins in elementary school, lingering over students' later encounters with algebra and geometry, and tainting the subject with apprehension-or outright loathing.

Professor Mary Helen Immordino-Yang, associate professor of education, psychology, and neuroscience at the University of Southern California has explored how emotions are tied to learning. "Emotions are a piece of thinking," she told me; "we think of anything because our emotions push us that way." Even subjects widely considered to be outside the realm of emotion, like math, evoke powerful feelings among those studying it, which can then propel or thwart further learning.

Is there a way to separate negative emotions from the subject, so that more students experience math with a sense of satisfaction and pleasure? Immordino-Yang believes so. "It's not about making math 'fun'," she added; games and prizes tend to be quick fixes. Instead, it's about encouraging the sense of accomplishment that comes from deep understanding of difficult concepts. "It's about making it satisfying, interesting, and fulfilling."

Adam Leaman, who teaches variations of algebra, trigonometry and calculus to high schoolers in Summit, N.J., said that a sense of awe about mathematics drew him to the subject beginning with algebra 2. "There's something satisfying about knowing there's an answer and knowing I have the ability to get it," he said. Today, he sees the same pattern with his students: they are most engaged when they're figuring out hard problems.

There are several ways teachers can replace student fretfulness over math with a sense of appreciation.

Be clear about why understanding math concepts matters. Kids who believe that they must simply endure algebra and calculus until they're through with school-and that the actual learning is pointless because they'll never use it again-should be reminded why understanding mathematical concepts is valuable. Most importantly, being able to comprehend a "symbolic, representative system," Immordino-Yang says, teaches the brain how to think theoretically and logically. "Learning how to think abstractly is a useful ability in all aspects of life," Immordino-Yang said. In fact, people who have studied complex math in high school tend to have better life outcomes, she said. Teachers who share this information may persuade reluctant math-learners to stay engaged.

Assign projects that help kids see math's usefulness. Students are more apt to participate if they see a practical application to their studies. "This goes beyond learning how to balance a checkbook," Immordino-Yang adds. By studying how fast and far vegetable oil spreads on tissue paper, for example, students can learn not only about the math concept of direct variation, but also about how oil spills are measured. Sharing stories from the news where math understanding is featured in the narrative-in a story about price fixing, say, or one on climbing interest rates-also can help students see its usefulness in the real world. Learner.org, a free educational resource from the Annenberg Center, provides such practical lesson plans for math at all levels, including the oil spill example.

Discuss mathematical role models, and share how their ideas have changed the world. Because math is the foundation of so many other fields-physics, engineering, finance, astronomy, among others-history teems with mathematical virtuosos whose creativity and curiosity shaped the modern world. In addition to the usual suspects of math icons, including Pythagoras, Rene Descartes, and Ptolemy, more contemporary role models might spark student appreciation for the subject. There are many: 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. Math anxiety stifles clear thinking. At those moments when students most need to marshal their intellectual resources-during a test, say, or when called up before class to work a problem-those who fear the subject are apt to panic and shut down. Sian Beilock, a professor of psychology at the University of Chicago, and author of Choke: What the Secrets of the Brain Reveal About Getting it Right When You Have To, describes the anxious over-reaction to high pressure situations as a "malfunction of the prefrontal cortex." For nervous students who feel pressure to perform well on a test, that worry causes them to execute beneath their skill level. "Anxiety is robbing you of working memory," Immordino-Yang explained. "You're wasting your thought powers," she added. Math phobic kids need help from teachers to lessen their fear.

Keeping the classroom "kid-centric," Immordino-Yang said, can help. Teachers who act as facilitators, or resident experts, rather than omniscient instructors, invite students to explore without fear of messing up in front of an authority. Freeing up fellow students to explain problems also allows for more personalized instruction. During Jacqui Young's happy year studying pre-calc, she worked with peers who struggled to keep up with the teacher's pace. "I think it was better because I'd be working one-on-one or two-on-one with my classmates," she said. Another way to tamp down dread is to set up class in a roundtable and encourage student-led give-and-take. Known formally as the Harkness Method of teaching, this collaborative approach to learning may be especially useful in math subjects.

Returning to older math processes and ideas when introducing new material also works to lessen anxiety about the new learning. While teaching synthetic division to his Algebra 2 class, for example, Adam Leaman reminds students that this "new" concept is a cousin of the factoring they did in Algebra 1. "They have something from the past to draw reference from when tackling this new subject," he said. Bringing up old material this way also helps students who might have struggled when they learned it the first time. Leaman said that some kids groan when he brings up factoring, but that they often end up understanding it better when going through it a second time, and in relation to a different concept. "Even if they have the perception that they're not good at it, when we come back to it I have students say, 'I get it now'."

How to Make Math More Emotionally Engaging For Students

Author

Linda Flanagan

Linda Flanagan is a freelance writer, researcher, and editor. Her work has appeared in The Atlantic, The Wall St. Journal, Newsweek, Running Times, and Mind/Shift, and she blogs regularly for the Huffington Post. Linda writes about education, culture, athletics, youth sports, mental health, politics, college admissions, and other curiosities. She also reviews books and conducts interviews.

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How to Make Math More Emotionally Engaging For Students

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When Jacqui Young studied pre-calculus as a high school junior, she found the experience unexpectedly fulfilling. She didn't consider herself a "math person," but pre-calc came more easily to her than it did to most of her peers, and she spent a lot of time helping fellow students grasp the concepts.

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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. 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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Applying Maths skills to a real-world problem

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Applying Maths skills to a real-world problem

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My idea:
I'm going to ask my 13 years old pupils to create a 2D Solar System draw in scale for our school hall.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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A useful idea: "Take a picture of real life scenarios"!

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This video uses images to highlight mathematical concepts found in life, in the environment, and everyday experiences.

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Some inspirational photos I took last summer
a) an inspirational tray

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b) A piece of floor (Musei Vaticani, Rome)

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c) a very nice arcade (Florence

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1

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In this section, you ill find information on a number of topics. Scroll down or click on the indivual topics below to be directed to the desired sub-section.
2.1 The School of Physical Sciences' s Mentor Program 3.1. Mission Statement
3.2. Services
3.3. Resources
3.4. Events
2.2 The Career Center at UCI
2.3 List of local companies who have expressed interest in math majors at recent UCI job fairs
2.4 List of national companies offering Internships and full time jobs suitable for math majors
2.5 Other job search resources
1. Careers In Mathematics

An undergraduate mathematics education can be an entryway to many rewarding and engaging career opportunities.

The Wall Street Journal article "Doing the Math to Find the Good Jobs", by Sarah E. Needleman, rates the "Mathematician" at the very first spot on a ranking of the best jobs in the U.S. Other jobs at the top of the study's list include actuary, statistician, biologist, software engineer and computer-systems analyst, all jobs that require strong mathematical knowledge.

A recent survey from the National Association of Colleges and Employers, which tracks college graduates' job offers states that " The top 15 highest-earning college degrees all have one thing in common -- math skills. "

" Math is at the crux of who gets paid", said Ed Koc, director of research at NACE. " If you have those skills, you are an extremely valuable asset. We don't generate enough people like that in this country."
Websites
1.1 List of Careers That Use Mathematics

The website http://weusemath.org/ published the following list of careers that use math, with their respective high-end salaries. Click on a career title for more information, including the kind of math they use.

1.2 Career Profiles

The MAA website offers the profile of several graduates now involved in a wide variety of careers. Most of them use mathematics on a daily basis, and all of them rely on the general problem solving skills acquired in their mathematics courses.

The AMS's Early Career Profile Network presents the profile of recent bachelors-level graduates in the mathematical sciences, and constitutes a valuable source of information for recent graduates and for prospective mathematical sciences majors.

The SIAM website presents the profile of several professional mathematicians and computational scientists.

The UCI School of Physical Sciences presents the profile of science professionals who graduated from UCI and are now acting as mentors for current UCI students. The PS Mentor Program offers students a personal, one-on-one opportunity to explore career possibilities and learn about the experiences of alumni in the same field.

1.3 Other Resources on Careers
Videos
AMS offers lots of tips for students contemplating a career centered on mathematics.

SIAM offers a very useful guide to Careers in Applied Mathematics.
Books
The site was developed by math majors at Brigham Young University. It contains information about careers in mathematics, and tips on how to succeed in math.

The website WhyDoMath highlights how mathematical and computational analyses have proved to be uniquely insightful for solving a myriad of problems in science, society and our everyday lives.

Tips for a career in finance.

Tips for a career in business.

Tips for a career in statistics.

Tips to become an actuary.
Articles
The "Careers in Mathematics" video contains interviews with mathematicians working in industry, business and government.

A talk from SIAM Past President Mac Hyman about the importance of passion, talent, and environment in developing a successful career.

Great Jobs for Math Majors - Second edition, by Stephen Lambert and Ruth DeCotis.

The book covers the mechanics of searching for a job (e.g., how to write a resume, how to prepare for an interview and how to conduct a follow up); it gives tips on selecting a graduate school and describes some of the occupations suitable for a math major.

101 Careers in Mathematics - Second Edition, by Andrew Sterrett Jr.

A collection of 101 short essays written by people who work in many different fields, as a demonstration of the enormous number of ways mathematics is used in the modern world. You will learn about job opportunities in predictable places like IBM or AT&T, and in surprising places like FedEx Corporation, L.L. Bean, and Perdue Farms, Inc.

She Does Math!: Real-Life Problems from Women on the Job, by Marla Parker (Editor) and the Mathematical Association of America (Corporate Author)

38 professional women describe their career path (how much math they took in high school and college, how they chose their field of study and how they ended up in their current job) and present a collection of typical problems they encounter in their jobs and solve with the use of mathematics.

Below are a series of career-related articles (mostly from the SIAM or the AMS website), to help graduates make the transition from school to a successful and satisfying career.

2. Job Search Resources

2.1 The School of Physical Sciences' s Mentor Program

The School of Physical Sciences Mentor Program connects current students with science professionals to provide a personal, one-on-one opportunity for students to explore career possibilities and allow mentors to share their experiences.

Mentors sign-up by completing their professional profile. After the mentors have registered, students review the mentor's professional profiles to pick the mentor best fit for them. Students then complete the student . After a mentor and student are paired, each will be notified of who their mentor or student is and have their first opportunity to meet at the Kick-off Reception in November. Mentors and students will then be encouraged to set-up meetings on a regular basis (approximately once a month). Various will also take place throughout the year which mentors and students can attend together.

Through this mentoring program students

Receive constructive feedback about personal and professional skills

Learn about specific jobs, career paths, industries, and organizational cultures

Pursue networking opportunities

Take a proactive step toward a successful future.

AEROSPACE CORPORATION AIRFORCE OFFICE OF SCIENTIFIC RESEARCH
2.2 The UCI Career Center
ARGONNE LABORATORIES (US DEPARMENT OF ENERGY AT&T LABAORATORIES RESEARCH
All of their services, events, and resources are centered on providing access to opportunities, career consulting, and professional education to UCI students and alumni. They serve as a bridge between the academic and professional world, connecting students and employers, and offer an incredible number of resources for students applying for internships. For more information please visit the Student Opportunities page on our website.
BELL LABS, ALCATEL - LUCENT BOOZ ALLEN and HAMILTON DEFENSE SCIENCE AND TECHNOLOGY ORGANISATION DELL COMPUTER COORPORATION Career Information: GENERAL MOTOR COORPORATION INSTITUTE FOR COMPUTATIONAL ENGINEERING AND SCIENCES INSTITUTE FOR DEFENSE ANALYSES THE JOHN HOPKINS APPLIED PHYSICS LABORATORIES LAWRENCE BERKELEY NATIONAL LAB LAWRENCE LIVERMORE NATIONAL LAB LOS ALAMOS NATIONAL LABS NATIONAL INSTITUTE FOR STANDARDS AND TECHNOLOGY (NIST) NATIONAL RENEWABLE ENERGY LABORATORIES NATIONAL SECURITY AGENCY NAVEL SURFACE WARFARE CENTER (NSWC) NEC LABORATORIES AMERICA, Inc OAK RIDGE NATIONAL LABORATORIES PACIFIC NORTHWEST NATIONAL LABORATORIES PALO ALTO RESEARCH CENTER http://careers.fidelity.com/home/index.shtml SANDIA NATIONAL LABORATORIES SCHLUMBERGER - Doll Research
UNITED STATES DEPARTMENT OF ENERGY (DOE) Internship Information: U.S. ARMY CORPS OF ENGINEERS, ENGINEERING RESEARCH AND DEVELOPMENT CENTER http://jobs.fidelity.com/students/interns.html
Student job Information: http://careers.fidelity.com/student/undergrad/index.shtml (DSTO)
2.3 List of local companies who have expressed interest in math majors at recent UCI job fairs

The UCI Career Center has kindly provided the following list of companies, job titles and job types for which employers have recruited math majors in the last year. You can download it here.

The companies without job titles were career fair attendees, all the others companies posted ads on ZotLink and/or participated in On-Campus Interviews. The list does not include companies looking for tutors or teachers, for brevity reasons.
JobBank USA Quintessential Careers
For more information, please contact the Career Center.

2.4 List of national companies offering Internships and full time jobs suitable for math majors

The list was updated on January, 2012.
Internships in Statistics (ASA) Wall Street Journal
Career Information: http://corp.aol.com/careers/current-job-openings

Career Information: http://careers.bankofamerica.com/overview/overview.asp
Campus recruiting: http://careers.bankofamerica.com/campus.aspx
Internship Information: http://careers.bankofamerica.com/campusrecruiting/analyst_internships.asp

Career Information:
Internship Information: http://jobs.raytheon.com/application-center

Career Information: https://careers.slb.com/recentgraduates.aspx

Internship Information: http://science.energy.gov/wdts/suli/

Student Opportunities: http://www.erdc.usace.army.mil/pls/erdcpub/www_welcome.navigation_page?tmp_next_page=42&tmp_main_topic=

2.5 Other Job Search Resources
3.1 Mission Statement
A Job Search Guide from the UCI Career Center
3.2 Services Individual Career Counseling
A long list of off-campus opportunities for undergraduates of all majors from the UCI Undergraduate Research Opportunities Program (UROP) Office
Individual Internship Advising
A list of Internships and Co-op Opportunities from AMS

A collection of job-search and career information resources from SIAM (Society for Applied and Industrial Mathematics)
Career Assessment
Career Journal from Wall Street (for internships, search job ads by the keyword "intern")

Career Magazine College Grad
3.3 Resources
The Riley Guide : Free resources with open access to the job listings.

Internship and Co-op Opportunities from Association for Computing Machinery

Crossroads Internship Database

Rising Star Internships or The Vault or other internship sources

CareerPath offers job listings from many sources in the U.S.

Salary.com for potential salaries and job search tools

JobWeb, maintained by the National Association of Colleges and Employers

Math for America (MfA Fellowship Program) and Teach for America

Finding an Academic Job by James Lambers, Institute for Computational and Mathematical Engineering Stanford University
3.4 Events
3. The Career Center and their Services

To educate and engage students to realize their career potential and apply it to their future. All of our services, events, and resources are centered on providing access to opportunities, career consulting, and professional education to UCI students and alumni. We serve as a bridge between the academic and professional world, connecting students and employers. As UCI's "Internship Central", we have extensive resources and information on internships on and off campus. Our team of Career Counselors are professionally trained to help students identify and create their career goals. We strive to educate UCI students using innovation and excellence. Our nationally recognized webshops and videos are a fun and interactive way to learn professional development and career tips. We continually aim to help the UCI community excel with integrity and professionalism.

Take Ten: 10 minute drop-in career consultation and resume critiques.

On Campus Interviews (with real employers) for full-time and internships positions (every quarter).

One-to-one Mock Interviews with Peer Consultants, Career Counselors and Technical Employers.

Career Fairs (every quarter)

Career Connections Online database of UCI alumni willing to answer career questions

Job and Internships Listings (Zotlink): Over 22,000 full-time, part-time and summer/seasonal positions are posted every year.

Internship CentralThe one place to go to find internship resources, information, and tips.

Job Search Guide This is a great tool to guide students on their career journey. From sample resumes and resume covers, to self-assessments to evaluate strengths and interests.

Webshops: The series of career/job search workshops is complemented by a collection of short flash presentations (webshops) posted on the UCI Career Center website. Topics include:Resume Basics, Internship Answers, Job Search Strategies, Job Search Correspondence, Job Searching in the current economy, On-Campus Interview, Interviewing Basics, Great Interview Answers, Dress for Success, Networking.

Quick Tips: A wonderful tool designed to answer most students' questions on a variety of career/job search related topics such as choosing a major, writing a resume/cover letter, interviewing and applying to graduate school.

Videos: Short videos provide students with advice from Peer Consultants, Career center staff and employers.

Interviewing tips through webshops, quick-tips and videos.

Best of the Job Search Sites: a collection of job search web sites and online resources

FAQ: About campus jobs, interviews, resumes, choosing a major, and other things.

The Career Center sponsors several events throughout the year to bring networking, employment, and education opportunities to the UCI Campus.

Check out the Events Calendar for more information or sign in to Zotlink to RSVP for upcoming Events.

Workshops on topics such as "Resume writing"; "How to get an internship"; "Applying to Graduate School"; "Interview Techniques"; "Interviewing Practice" and "Job Search Strategies".

Career Fair: a one-day event to bring to campus companies that are specifically looking to hire UCI students for Full-time positions, Internships (both paid and for credit), Part-time jobs and Seasonal jobs.

Career Fest: a month long series of panel presentations by UCI alumni and community members from various industries.

Internship Daze: a week-long event focused on educating and preparing students for internships.

Graduate School Fair: a one-day event annual that brings together up to 150 representatives from various graduate and professional schools.

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In this section, you ill find information on a number of topics. Scroll down or click on the indivual topics below to be directed to the desired sub-section. 2.1 The School of Physical Sciences' s Mentor Program 3.1. Mission Statement 3.2. Services 3.3. Resources 3.4.

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Math for Careers - How Math is used on the Job

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How Math is Used on the Job Algebra in the Real World - Videos Careers with Maths Library Exactly How is Math Used in Technology Examining How Math is Used in the Workplace Math in Careers Database - Math Needed on the Job Math in Technology - Sample Problems Math

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a lesson plan for italian students

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Unità di apprendimento di Matematica per la classe seconda
di Adriano Demattè

Compito unitario. Evidenziare le applicazioni matematiche nei diversi ambiti professionali. Contribuire alla realizzazione di un fascicolo di classe sull'utilizzo della matematica.

Obiettivi formativi. L'alunno:

intervista adulti che lavorano, dopo aver elaborato uno schema guida discusso con amici ed insegnante;

raccoglie resoconti scritti che comprendano parole chiave proprie del linguaggio matematico;

si confronta con i compagni di classe, analizza il materiale da loro raccolto e illustra esempi di applicazione di contenuti matematici diversi.

Attività laboratoriali. Molti professionisti (falegname, agricoltore, muratore, negoziante...) utilizzano conoscenze e abilità matematiche che fanno parte del curricolo della secondaria di primo grado. Sotto la guida dell'insegnante, l'alunno potrà realizzare un'esperienza in cui le interviste a persone a lui note consentiranno di raccogliere situazioni e dati verosimili in base ai quali impostare esercizi e problemi. La finalità del lavoro degli alunni sarà quindi realizzare, assieme ai compagni di classe, l'analisi di alcune professioni evidenziando situazioni nelle quali viene utilizzata la matematica. Sarà opportuno che essi predispongano la traccia scritta da consegnare preventivamente agli adulti interessati o da utilizzare semplicemente come canovaccio al momento dell'intervista. Ogni alunno chiarirà che la matematica non comprende solo l'aritmetica, ma anche la geometria, la misura, la probabilità, la statistica...

Fase 1. Non è sempre banale individuare ciò che può essere ritenuto un ragionamento matematico: al fine di rendere proficue le interviste, diventerà fondamentale riuscire ad analizzare con cura le situazioni concrete in modo tale da rendere espliciti i più diversi utilizzi della matematica. Gli alunni potranno cogliere come la matematica sia "annidata" nella nostra quotidianità e in particolare nel lavoro di artigiani e professionisti. Dovranno ricercare, nelle situazioni che l'adulto descriverà, non solo la presenza di numeri e figure ma anche di ragionamenti che facciano riferimento al Pensiero razionale. Intervistando, ad esempio, un agricoltore, verrà naturale parlare di perimetro e area degli appezzamenti ( misura), di produttività e di quantità di concime per unità di superficie (concetto di rapporto), di confronto fra la resa in anni successivi (in termini di variazioni percentuali), ecc.
Riflettiamo però su una situazione come la seguente: l'agricoltore possiede un vigneto ed ha la necessità di effettuare un trattamento antiparassitario a breve scadenza; ha bisogno che la vegetazione sia ben asciutta affinché il trattamento non vada sprecato; sa che dopo l'applicazione, per diventare efficace, l'antiparassitario necessita di almeno due ore entro le quali non deve piovere; sa che il costo dei prodotti che utilizza è di un centinaio di euro... Che cosa farà? L'impellenza di effettuare il trattamento gli suggerirebbe di operare subito ma guarda il cielo, consulta le previsioni del tempo e solo allora decide quando fare il lavoro. L'agricoltore opera quindi una raccolta di dati e poi sceglie, ovviamente in condizioni di incertezza. Se le previsioni del tempo gli danno una probabilità di pioggia maggiore del 50% presumibilmente rinuncerà, ma se lo stesso dato riguarderà i prossimi tre giorni sarà costretto ad affrontare il rischio perché le viti non possono aspettare più di un certo tempo, pena il pericolo di un'invasione di parassiti. Il dato "50%" indirizza verso la matematica, ma non tutte le previsioni del tempo riportano in questi termini la probabilità di pioggia, spesso è chi vede le previsioni a dover fare una stima della probabilità e poi ad operare in base al rischio che è disposto ad affrontare. C'è inoltre un problema di attendibilità delle fonti: in precedenza, le previsioni si sono rivelate azzeccate? L'analisi di situazioni concrete come questa porterà l'alunno ad esplicitare il problema da affrontare, a individuare i dati da cui partire e l'obiettivo da conseguire, a schematizzare possibili soluzioni valutandole criticamente.
Dal punto di vista del contenuto matematico, l'insegnante introdurrà i temi relativi agli obiettivi specifici di apprendimento della classe seconda che riguardano: l'ampliamento del concetto di numero (in particolare le diverse scritture dei numeri razionali), i rapporti, le percentuali e, sempre con riferimento a semplici situazioni concrete, le proporzioni. Si dovrà trattare, in ciascun caso, di un approccio basato su quesiti che non siano impegnativi dal punto di vista del calcolo, in caso contrario verrà utilizzata una calcolatrice. L'alunno dovrà acquisire gli elementi essenziali del linguaggio specifico al fine di saper contribuire in modo competente alla redazione comune del fascicolo di classe.

Fase 2. Dopo l'intervista, gli stessi concetti verranno ripresi ed approfonditi con, ad esempio, le frazioni e i numeri decimali periodici, i grafici di leggi di proporzionalità, le proprietà delle proporzioni.
L'insegnante esaminerà la possibilità di chiedere agli alunni di perfezionare le interviste in una seconda fase: inizialmente potranno raccogliere i primi elementi e discuterli con l'insegnante il quale cercherà di approfondire le interviste con domande mirate, che consentano di mettere in evidenza anche gli aspetti del pensiero razionale menzionati sopra.
Potrà ovviamente avvenire che gli alunni incontrino, nelle professioni delle persone intervistate, alcuni aspetti matematici che non conoscono: sarà cura dell'insegnante abbozzare dei collegamenti con le conoscenze attualmente in possesso dei ragazzi ed eventualmente prospettare loro un momento nel quale li incontreranno all'interno del loro percorso scolastico.

Fase 3. L'insegnante di matematica collaborerà con quello di lettere nella realizzazione del prodotto finale, realizzando un'esperienza effettivamente pluridisciplinare. La realizzazione del fascicolo richiederà l'apporto di ogni singolo alunno, conformemente alle sue capacità e all'effettiva possibilità che ha di intervistare dei lavoratori.

Verifica, valutazione, monitoraggio. Le prove di verifica potranno essere strutturate secondo diverse modalità. Riguarderanno fondamentalmente la consapevolezza che gli alunni avranno dimostrato nella realizzazione dell'esperienza, la loro partecipazione fattiva ai vari momenti di lavoro, l'utilizzo delle conoscenze e delle abilità matematiche.
In una prova scritta si potranno prevedere quesiti come quelli illustrati qui di seguito.
. Esamina la seguente tabella che mostra la produzione di uva da vino in un appezzamento di 18000 , in due diverse annate:

1. Qual è stata la resa in chilogrammi per ettaro (un ettaro corrisponde a 10 000 ed è un'unità di misura che viene ancora usata per gli scopi pratici) in ciascuna delle due annate?

2. Esprimi in chilogrammi e in tonnellate l'aumento di produzione nell'annata 2011 rispetto al 2006.

3. Calcola l'aumento percentuale della produzione nell'annata 2011 rispetto all'annata 2006.

4. Per quanto riguarda il 2012, in vista della vendemmia è stata prevista una diminuzione del 10% rispetto all'annata 2011: di quanti chilogrammi potrà essere la produzione di quest'anno, nello stesso appezzamento?

Prova 2. Un agricoltore utilizza la matematica nella sua professione. Rifletti ed indica quali dati gli servono e quali calcoli o ragionamenti dovrà fare, secondo te, prima di ciascuno dei seguenti lavori:

1. distribuzione del concime in un appezzamento di terreno;

2. esecuzione, l'indomani, di un trattamento antiparassitario;

3. realizzazione di un impianto di irrigazione.

Quest'ultimo quesito potrà avere più risposte soddisfacenti per ciascuna delle tre richieste, che però andranno adeguatamente argomentate.
In generale, rispetto agli scopi dell'esperienza, raggiungerà il livello di accettabilità l'alunno che saprà operare con l'aiuto dell'insegnante nella fase di revisione del proprio percorso scolastico mettendo a fuoco i nuclei principali dei contenuti disciplinari e strutturando una traccia per le interviste che tenga conto dello specifico delle persone interpellate e della loro professione; lo stesso alunno dovrà stabilire una connessione fra queste due fasi del proprio lavoro nel senso di richiamare nel secondo parti del primo. Ancora per l'accettabilità, il ragazzo dovrà mostrare di sapersi confrontare con i compagni formulando una propria proposta per la selezione del materiale da inserire nel fascicolo di classe e di conoscerne poi il contenuto riferendosi, in modo coerente, ai resoconti delle interviste realizzate da lui stesso o dagli amici per ricavare le esemplificazioni richieste nelle verifiche. Nel caso in cui il secondo dei quesiti riportati poc'anzi comprenda domande a cui in classe non è stata fornita una risposta completa, l'alunno che riuscirà a formulare un'analisi dei dati che tenga conto di almeno due fattori necessari allo svolgimento del lavoro indicato raggiungerà l' eccellenza. Lo stesso livello si considererà raggiunto se durante la preparazione delle interviste e la realizzazione del fascicolo l'alunno saprà operare in modo autonomo, usufruendo delle indicazioni dell'insegnante solo nella fase di impostazione del lavoro.
Per l'osservazione dei ragazzi, il docente si potrà avvalere di una semplice scheda che comprenda il riferimento alla partecipazione, al numero degli interventi propositivi, alla quantità e alla qualità del materiale raccolto ed elaborato.

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Scoprire la matematica nelle professioni -

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Unità di apprendimento di Matematica per la classe seconda di Adriano Demattè Compito unitario. Evidenziare le applicazioni matematiche nei diversi ambiti professionali. Contribuire alla realizzazione di un fascicolo di classe sull'utilizzo della matematica. Obiettivi formativi.

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When it comes to creative uses of Google tools, Tom Barrett is certainly a leader that we can all learn from. A great example of this can be found in Tom's Math Maps. Math Maps are Google Maps on which Tom and others have created placemarks which when clicked reveal mathematics questions for students to answer based on the maps. There are questions available for every elementary school grade level. The placemarks are color-coded to indicate the level of the questions. Blue = Kindergarten, Red = 1st grade, Green = 2nd grade, Light Blue = 3rd grade, Yellow = 4th grade, Purple = 5th grade. Visit Tom Barrett's Math Maps page to view the existing Math Maps and read about how to contribute to the existing Math Maps.

Embedded below is 55 Shape Activities in Paris.

View 55 Shape Activities in Paris in a larger map

Applications for Education
Math Maps could be a great way for students to see examples of mathematics in the real world. Math Maps are also have a fun scavenger hunt feel. If you work with students slightly older than elementary school, you might want to consider having them create their own Math Maps as a way to demonstrate their knowledge of mathematics in the real world.

Here are some related items that may be of interest to you:
More Real World Math
Google Maps for More than Social Studies

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Using Maps in an Elementary School Math Lesson

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When it comes to creative uses of Google tools, Tom Barrett is certainly a leader that we can all learn from. A great example of this can be found in Tom's Math Maps. Math Maps are Google Maps on which Tom and others have created placemarks which when clicked reveal mathematics questions for students to answer based on the maps.

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Interesting PBL activities, particulary water problems.

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Resource site for students and teachers with math activities for Google Earth.

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Quite new for me, but really interesting

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Living math books that can be used to teach or reinforce math skills. Making math meaningful, one book at a time!

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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. 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

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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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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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Three numbers fighting to decide who is the most important one!

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By Rebecca Jacobson

Carrie Lewis and Kelly Steele's fifth grade students slide and spin across the classroom floor, doing the hustle, the robot, and the running man. While it may look at first glance like goofing off, these students are actually dancing for a higher cause...math.

Lewis, a STEM specialist for Virginia's Lynchburg city schools, and Steele, who teaches gifted education in Bedford county, Virginia, are both math enthusiasts eager to instill in their students a love of the subject. And dancing, they hoped, might be just the thing to help tackle a common fifth-grade learning deficit - number patterns.

"Dances are patterns," Lewis said. "We had identified that our students had trouble with patterns and this was a way to get them involved in it."

Both teachers are part of Sweet Briar College's STEM teacher education program, where they worked together to design "dance by numbers," a lesson plan that relies on dance to teach pattern recognition. In the video above, Lewis explains how the lesson works.
IDENTIFYING A PATTERN

The first step was to turn a dance routine into a number pattern. Students logged onto the Pillsbury Dough Boy website and watched, studied and deconstructed the cartoon mascot's six dance moves. They assigned each step a number, and charted the patterns in his dance.

"Once they translated the number to a movement, they began to see how it would be really easy to get a pattern," Lewis said. "I had them watch 'America's Best Dance Crew' so they could see that they're just doing the same thing over and over again."
MAKING THEIR OWN MOVES
The students then choreographed their own dance routines. The teachers required that each routine contain at least five moves that repeated at least once. Songs were to be set to instrumental music of the students' choice - some opted for hip-hop; others for the Mario Bros theme.

Using stopwatches to clock the average time of their routine, students were asked to then calculate how many times their pattern would repeat throughout the course of the song, and then turn the resulting data into a graph.

"If your song is 100 seconds, how many repetitions will you do of your dance?," Steele said. "If you use the extended version of your dance, 200 seconds, how many repetitions do you need to do? They are using their graph to figure that information out."
ANALYZING THE DANCE
Finally, each group performed their original routine for their classmates. And midway through the dance, they'd freeze, and the class would be asked to predict the next move in the pattern. (Lewis called these "jump-ins.")

In addition to patterns and graphing, the dance lesson helps students with averaging and calculating elapsed time, along with multiplication and division.

"If their pattern was seven [steps] long and they were asked what jump-in 23 was, rather than sit there and count, count, count, they realized they could do multiples," Lewis said. "You could almost see that light bulb go on."

"Dance by numbers" received enthusiastic feedback from a regional conference for STEM teachers, said Arlene Vinion-Dubiel at Sweet Briar College, who helped the teachers implement their lesson plan.

And inside the classroom, results were tangible. Math test scores went up. Shy students happily break-danced at the front of the class. One group performed their routine for the school talent show last year.

"They were 100% into it," Steele said, who expected the boys in her rural classes wouldn't dance in front of their peers.

"Math is such a challenge," Lewis added. "What you're trying to teach them is that what they're learning isn't isolated to a work sheet. That's what STEM is all about - letting the measurements or the math speak to you and letting it teach you something."

Watch the students in action here:

How Math is Getting Its Groove Back

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By Rebecca Jacobson Carrie Lewis and Kelly Steele's fifth grade students slide and spin across the classroom floor, doing the hustle, the robot, and the running man. While it may look at first glance like goofing off, these students are actually dancing for a higher cause...math.

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Jumping and playing Math

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I love it!

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Make a circle or an octagon using only a scissors and a sheet of paper

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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”).

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Mathward Bound was created with Madmagz. Madmagz is a website that enables you to create a magazine in web, PDF or print format.

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My etwinning project

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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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Our Learning Objectives for this module are:

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.

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Tools and resources for an effective use of Maths in the class Teachmeet

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This video is part of the Moving to Maths 2.0 - Rerun from the Teacher Academy. For more information please visit https://www.schooleducationgateway.eu/en/pub/teacher_academy/catalogue/detail.cfm?id=42574

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key words: collaboration , positive social interactions, work together

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A master teacher in Anchorage, Alaska, establishes a cooperative-learning environment in an upper-elementary classroom. For more information and resources, visit http://www.edutopia.org

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Collaborative Projects in Maths: eTwinning

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Collaborative Projects in Maths: eTwinning

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A great way to collaborate, to share, to learn each other and more...

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

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-The History of Maths
_AIMS

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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. 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

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"A teacher who could be replaced by a machine should be." (Arthur C. Clarke).
I quite agree: a teacher is much more than a machine but ICT helps a teacher to do is work better!
Technology:
1) encourage interactivity
2)can promote effective communication
3) helps logistically
4) students can explore and interact
5)students are more engaged

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Conrad Wolfram: Teaching kids real math with computers

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http://www.ted.com From rockets to stock markets, math powers many of humanity's most thrilling creations. So why do kids lose interest? Conrad Wolfram says the part of math we teach -- calculation by hand -- isn't just tedious, it's mostly irrelevant to real mathematics and the real world.

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It's quite new for me, but may be...I'll try in the future.
For videos check:
-Edutopia
-EDtech

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Teacher, Niall O'Connor, from Le Chéile Secondary School, demonstrates how he uses a flipped learning approach using ICT to differentiate and personalise learning in his Maths classroom. Niall has created several instructional videos using the app Explain Everything. These are accessed online by students as homework in advance of a class. In-class time is spent by students applying what they have learned in the video by completing exercises on the topic. This approach helps Niall to better assess students' achievement of the learning objective/s as well as giving him more time to provide individualised support to students.

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Geogebra
I already use it frequently.
I also use Interactive white board program (notebook).

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I know it but I haven't used it yet.

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Minecraft Maths - Introducing VOLUME and CAPACITY - Mister Teach

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Hello! I make weekly Minecraft themed videos for use in class or at home. Please subscribe for more videos and leaving like really helps my channel too! I'd also love to know how you are using them, so please let me know in the comments. Introduce VOLUME and CAPACITY with this Minecraft video.

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Examples:
1)

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Theasure Hunt Muzeul Satului_codes by Irina Vasilescu

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2)

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First I will start off with, what are QR codes? I know some freak out on hearing the term codes. A QR code is "a specific matrix bar code ( or two-dimensional code ), readable by dedicated QR bar code readers and camera phones. The code consists of black modules arranged in a square pattern on a white background. The information encoded can be text, URL, or other data."

To view or scan a QR code you will need :

A phone with a camera or a Smart phone ( iPhone, Android phone, Windows phone 7etc ). Most Smart phones will have a bar code scanner as an app which will read QR codes

A program that lets you scan them ( check the list of such programs below. they are free )

You must have access to Internet when you are to scan a QR code.

If you don't have a phone you can use your desktop or net book provided it has a web cam to read the codes

QR codes were initially used just for commercial and advertising purposes but over the past three years teachers and educators have been talking about them as cool effective learning tools to be used in the classroom. Let us now try to explore together the potential of these tools in education. If you need more information for QR codes follow this site: http://cybraryman.com/qrcodes.html
QR codes are gaining momentum in today's technology. They are popping up everywhere and across the business and social landscape. Located in the link below is the teacher's guide on the use of QR codes in the classroom.

http://www.educatorstechnology.com/2012/06/qr-codes-are-gaining-momentum-in-todays.html

One Step Equation word problems, students will be able to set up and solve a one-step equation word problem and write a unique story problem of their own using various iPad tools. Each of the 5 QR codes on the paper contains a link to the PDF document containing a word problem for a student to set up and solve. You can follow the link below to the actual worksheet and directions. Check out the link here:
http://www.mathycathy.com/1-step-Equations-QR-Problem-Solving.pdf

You can use QR codes to link to free eBooks like this one does on a lamppost except yours will either be in your classroom window or posted outside. Students can scan the QR code to find the place to download a free eBook and begin reading. This would be a great way to get students involved in reading mathematics and other ways to see how they can get involved in school. How to make QR codes with your iPad: 50 Examples of QR codes:

http://ictevangelist.com/?p=994
http://www.zdnet.com/50-qr-code-resources-classroom

You can also use QR codes to link to a Google Form. This creates a simple way teachers and students can ask for tech assistance. Teachers and students can scan the QR code and ask for assistance then either the tech coordinator can view the Google Doc at any time and give assistance where assistance is needed.

I decided to incorporate the QR scans and create an Open House Scavenger Hunt to give the parents and kids the information needed to begin the new school year. As the students arrived, there was an iPad and the first page of the scavenger hunt on their desk. They were instructed to work through the scavenger hunt with the help of their parents. The bottom scan gives the next clue. When they scan the QR scan at the top, it asks them to check out the binder on the table. That way they can set up their binders before the first day of school. This is a huge time saver for me!! http://ipadsinschool.blogspot.com/ipad-scavenger

One of the best ways to start off the school year is by providing your information to students and with http://www.qrstuff.com/ you can put your information in to a vCard. A vCard is a file format standard for electronic business cards and can be attached to email messages.

The best way to engage your students is to make old posters in your classroom more interactive and interesting by adding QR codes to them. For example, the old poster of Bo Jackson reading poster, students may not know who he is, but with a QR code like the one on the left hand side, you can link to a website that will give a brief summary of him. You can add QR codes to other posters in your classroom, especially math terms posters or posters that show students that you can use math outside of the classroom.

A couple of months ago I saw an image of a QR Code made out of Lego! So, I got some Lego and raided my mum's childminding boxes (all of which are toys that used to be mine, including all of my old Lego!!) to create my very own Lego QR Code. The brilliance about it is that it scans just like a normal QR Code on a poster/paper! I intend to have this up in my classroom next year. It is the QR Code for my mrcollinsmaths YouTube Channel.

You can create classroom posters using QR codes. In the math classroom I would use them as a place to gain more information about a particular concept. I have the DVD of Calculus: The Musical. I would put the picture of the DVD cover in the center and then surround it with different concepts they covered in the musical and how we could incorporate it into the classroom. You could use other poster to use as stations where students scan the QR code and it could be to a Khan Academy video and they could watch and gain information about what the next concepts will be.

For a project students can create a timeline of a math historian such as Pythagoras, Archimedes, Brahmagupta, Euclid, or many others. Students can use other websites with information on their history, concepts they came up with, and interesting facts about them.

Two tools you can use are located below for special QR codes such as fancy QR codes and ones to attach maps, passwords, and messages.

http://ictmagic.visibli.com/share/4EaqFL http://www.unitaglive.com/qrcode

Publishing companies will be adding QR codes to its hardcover and trade paperback book covers beginning in the fall of 2012. When the book jacket QR codes are scanned by a smart phone, the user is redirected to the mobile page for the author. There, they can learn more about the author and his or her other publications and even view a video of an author interview when available. Students can put QR codes like these in student interactive notebooks.

Have students use QR codes that connect sources to the page. QR codes can also be used to tell more about a particular subject area in paper.

Let your students get creative, have students come up with their own ways of using QR codes in the classroom. Many students created their own QR codes and linked their hand-written books to their blogs or websites.

Give students a compliment for the work they have done. Have copies made of QR codes with written compliments on them such as: "good work," "good answer," and "excellent idea!" These work great for classrooms that are up and moving around. Sometimes I give them out occasionally when students aren't prepared for them. Sometimes it is on review day and if they are working silently and getting the material done I will give them one.

Using QR codes outside of you classroom is a great way at the beginning of the year to introduce yourself and say a little bit about who you are and introduces QR codes to the students on the first day. QR codes outside of your classroom, you can post bonus questions where students can come up to you and get a prize. Possibly if they scanned on a certain day they only get to do the evens or odds.

You can even put QR codes on sticky notes for students to use on their assignments as they work. If they need to check an answer they scan the code and up comes the answers to the homework. Students can even create their own problems to put in the book for next years students. Having students create their own problems and coming up with a solution to it is a great way to get students interested in and a great review activity for them to do.

Using QR codes as a station, like the one in the picture where it gives you the answer and you have to use the QR code to scan the question is a great way to get students up and moving around the classroom and even more so using problem-solving techniques to even think of what the question might be if you are given the answer first.

Giving students a frame of reference, or a problem. Given that the top was a worked out example of a two-step equation and then the student had to solve the next row down. Then the QR code at the bottom was the answer to the question is a great way for students to see the problem worked out and then the problem they did, worked out in the correct way is a good way of students learning from their own mistakes.

In a station, given a table like the one on the left, link the QR code to a web 2.0 tool such as Create-a-Graph where students use an online graphing tool on a smart phone or laptop to come up with what the bar-graph and line-graph look like.

From the http://www.thephysicaleducator.com/ you can use these skill posters in the math classroom with a little tweaking. You can have the objective at the top of the page, a Khan Academy video on the side, the skill breakdown, and then examples the students can do on the side as the get practicing piece. This would be a great way for a flipped class learning mini-section.

You can use these tools http://www.sapweb20.com/powerpoint-twitter-tools/ with these tools you can use QR codes in your PowerPoint to make your presentations more interactive with twitter, you can have instant feedback slides and cut and paste into your PowerPoint slides. This is a free download!

You can use codes on your syllabus to link to a page that you can update your office hours and changing availability outside of class. Include QR codes in PowerPoint presentations or in course handouts to link to relevant web pages with further information on the topics you're discussing in class. Pod casts and YouTube videos can also be added to hard copies of your presentations to bring regular black and white documents to life. Additionally, you can employ a QR code to connect your students to surveys to gain feedback about how the class is going. One of the best ways to engage students is to simply ask them what they think and ask what they want to see more of. QR codes are an innovative way of doing this.

There are many different sites that allow you to use QR codes as scavenger hunts in the classroom. The first one is probably the best and the easiest to use when you are in a rush: http://classtools.net/QR/ The second one is if you have the most time on your hands and you can place them throughout the classroom: http://ilearntechnology.com/?p=4211 and the last one, probably the hardest to use and you need to sign-up to use it, but I believe you can create badges to go along with your QR codes, but here it is: http://qrwild.com/

You can share your paper documents into virtual copies using TagMyDoc. It is a free download from http://www.tagmydoc.com/ now you can easily tag and store your document into the cloud, when they scan the QR code a digital copy is now on their phone, iPad, or other devices.

Here is a link to a St. Patrick's Day lesson where students analyze information surrounding the life of St. Patrick. Students will analyze images and websites and make their own limerick. It goes over using QR codes and how to have the students use them in this instance. http://blog.teachtci.com/st-patricks-day-lesson Students use the QR codes to create a e-card.

Kaywa offers a QR code generator, but also if you sign up you can create and send how many QR codes you need. With the green button you can create "safe" QR codes that won't change and will always be directed to the site you want your students to get to. If you sign-up and pay the charge, you can get powerful analytics showing who scanned your code, when, where, and with what device. http://qrcode.kaywa.com/

The instant access you provide students when integrating QR codes in to the math classroom.

Homework Check-In via Google Form: a routine at the beginning of every class period, where students will check in with their progress. I love spreadsheets and the multitude of options for viewing the information that is submitted by students will allow for easy tracking of entire classes and student-by-student.

Access Class Websites: each table group will have a laminated copy of 5-6 QR codes that have a sub-title showing where each one leads.

Scavenger Hunts: students love the simple fold a paper in half and tape it to the wall scavenger hunt. Adding technology to the mix allows me to re-use the activity each year, without using any additional paper.

Digital Portfolios: students create a QR code to their edublog site and give one to me and tape one to our classroom community wall. This idea was generated here.

Math Stations: no need to print out the handouts, as students will scan the code and have the directions/activities displayed on the screen. Use of spirals and/or iPad whiteboards will go along with this.

Parent Communication: all handouts sent home to parents will have a code where they can access the same information online, possibly with more details, and the opportunity to contact me from there.

Create Study Guides: convert my practice and study resources into QR codes that students can take home on a small piece of paper and scan at home.Thinking about more ideas in this area for the classroom, as well. Maybe having a QR catalog that I can hand to a group who needs extra help, practice, guidance, ideas for a project, etc.

Room Checkout System: where the student scans the code, fills out the quick Google Form with just his/her name. Upon returning, scans the code again and I now have an instant log where I can go back to check frequency of students being out of the classroom, if needed.

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First I will start off with, what are QR codes? I know some freak out on hearing the term codes. A QR code is "a specific matrix bar code ( or two-dimensional code ), readable by dedicated QR bar code readers and camera phones.

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How to Scan QR Codes and Ideas for Classroom Use (mainly math)

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QR codes are super fun to use in the classroom! Even if you have only one device, many of the QR code ideas mentioned in this video can still be utilized in small groups. What is your take on QR codes in the classroom? Please comment!

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Teacher Author Tip 2: How to Make QR Codes

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Summary of the webinar:

Over the last few years, educational robotics has become a teaching method used by an increasing number of teachers to support learning and to encourage the development of multiple skills in their students. Educational robotics is a methodology that involves the use of robots to generate competences inside regular curricula. It aims to involve students of all ages, from kindergarten to high school, in the study of STEM subjects with a new approach. More generally, educational robotics combines the use of coding (programming) with physical objects - the robots - which are used as a learning mediators to help one understand abstract concepts by connecting them to the real world.

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Maths and Botany
https://v.gd/AOKa92