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Teachers of mathematics must understand the basic motives already present in their learners. The teacher can then play on these motivations to maximize engagement and enhance the effectiveness of the teaching process. Exploiting student motivations and affinities can lead to the development of artificial mathematical problems and situations. But if such methods generate genuine interest in a topic, the techniques are eminently fair and desirable.

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Strategies for Increasing Student Motivation in Math

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Strategies for Increasing Student Motivation in Math

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1. Call Attention to a Void in Students' Knowledge

2. Show a Sequential Achievement

3. Discovering a Pattern

4. Present a Challenge

5. Entice the Class with a “Gee-Whiz” Mathematical Result

6. Indicate the Usefulness of a Topic

7. Use Recreational Mathematics

8. Tell a Pertinent Story

9. Get Students Actively Involved in Justifying Mathematical Curiosities

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9 Strategies for Motivating Students in Mathematics 

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9 Strategies for Motivating Students in Mathematics 

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Motivating students to be (enthusiastically) receptive is one of the most important aspects of mathematics instruction and a critical aspect of the Common Core State Standards. Effective teachers should focus attention on the less interested students as well as the motivated ones. Presented in this blog post are nine techniques, based on intrinsic and extrinsic motivation, which can be used to motivate secondary school students in mathematics.

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How Turning Math Into a Maker Workshop Can Bring Calculations to Life

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How Turning Math Into a Maker Workshop Can Bring Calculations to Life

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Little teaches at Martin Luther King Jr Middle School in Berkeley, California, where classes like sewing, woodshop, and metal shop — what she calls “practical ways of learning math” — are no longer offered; tight budgets and renewed emphasis on academic learning have eliminated them. But Little couldn’t bear to subject already disengaged students to yet another ho-hum class of multiplication tables and long division.

Instead, she took a gamble and brought some materials to school for her students to play with: a sewing kit, the 3Doodler she’d just been given, her son’s marble-run set and a MaKey MaKey device she knew nothing about, donated by a friend.

http://ww2.kqed.org/mindshift/2015/11/19/how-turning-math-into-a-maker-workshop-can-bring-calculations-to-life/

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 Module 3- Activities involving movement and constructions

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 Module 3- Activities involving movement and constructions

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A lot more objects and materials besides string and paper can be used for modeling mathematical knowledge, from Lego pieces to cakes. This approach stimulates children to learn, helping them to understand and use math in ways they’ve never considered. Activities such as object manipulation, dancing, movement, measuring, mime, crochet can be turned into an opportunity to learn Math.

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Uploaded by Maria Petrescu on 2014-10-25.

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Developing a Growth Mindset in Teachers and Staff

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Developing a Growth Mindset in Teachers and Staff

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https://www.edutopia.org/discussion/developing-growth-mindset-teachers-and-staff
The New Psychology of Success (2000), Dweck developed a continuum upon which people can be placed, based upon their understandings about where ability comes from. For some people (at one end of said continuum), success (and failure) is based on innate ability (or the lack of it). Deck describes this as a fixed theory of intelligence, and argues that this gives rise to a ‘fixed mindset’. At the other end of the continuum are those people who believe success is based on a growth mindset. These individuals argue that success is based on learning, persistence and hard work.

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In 1988, Dr. Dweck first presented a research-based model to show the impact of mindsets. She showed how a person’s mindset sets the stage for either performance goals or learning goals. A student with a performance goal might be worried about looking smart all the time, and avoid challenging work. On the other hand, a student with a learning goal will pursue interesting and challenging tasks in order to learn more. In subsequent studies, Dr. Dweck found that people’s theories about their own intelligence had a significant impact on their motivation, effort, and approach to challenges. Those who believe their abilities are malleable are more likely to embrace challenges and persist despite failure. This model of the fixed vs. growth mindset shows how cognitive, affective, and behavioral features are linked to one’s beliefs about the malleability of their intelligence. The graphic below demonstrates this research, and how different mindsets lead to different patterns of behavior.

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Robert Lang is a pioneer of the newest kind of origami — using math and engineering principles to fold mind-blowingly intricate designs that are beautiful and, sometimes, very useful.
http://www.ted.com/talks/robert_lang_folds_way_new_origami

Mathematics Through Paper Folding

https://www.amazon.ca/Mathematics-Through-Paper-Folding-Alton/dp/0873530764

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Module 2- Activities using paper or string

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Module 2- Activities using paper or string

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The awe-inspiring wonder of patterns, shapes, visual proofs and possibilities that could be explored in classrooms and can lead to, at the least an appreciation of, and at best a fascination with, the mathematics we see in the world around us every day.
https://youtu.be/J9gvXmu_1BE

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Origami Proof of the Pythagorean Theorem

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Council for Learning Outside the Classroom (CLOtC)

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Council for Learning Outside the Classroom (CLOtC)

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The CLOtC website offers a range of resources and support for planning and delivering LOtC, including case studies, advice documents and research.
http://www.countrysideclassroom.org.uk/resources/788

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It is important that children experience mathematical activities outdoors as well as in. Some of these activities can be done with the whole class; others are more suitable for using with small groups.

treasure hunt

number hunt

writing hunt

shape hunt

patterns

dominoes

find the numbers

get in groups

sand/water

ball games

making shapes

scoring games http://www.countrysideclassroom.org.uk/resources/689

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Getting out of the classroom facilitates authentic or experiential learning (the engagement of learners with the world as they actually experience it) and gives better access to the main pathways to learning (Visual, Auditory and Kinaesthetic). Pupils not only experience mathematics in concrete and novel settings, but can be liberated from the sometimes restrictive expectations of the classroom. As a result, we can expect to find the following benefits:

·         higher levels of motivation

·         almost limitless resources

·         an opportunity to see maths as cross-curricular

·        greater curiosity leading to more effective exploration

·         creative ideas driving investigations

·         meaningful application of problem solving strategies and thinking skills

·         a heightened sense of purpose and relevance

·        the all important bridge between theory and reality

·         greater independence and an improved attitude to learning

·         greater enjoyment and achievement

http://www.educationscotland.gov.uk/video/g/video_tcm4665300.asp

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Calendar

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

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We all know how important it is that children experience mathematical activities across a range of contexts and locations.
https://ww2.kqed.org/mindshift/2015/03/26/why-kids-need-to-move-touch-and-experience-to-learn/
Connecting Maths to every-day life  gives Maths topics a purpose and a meaning.
http://new-twinspace.etwinning.net/c/portal/layout?p_l_id=4743524
Remember that question that students ask: “Why do we have to study this?”? In order to avoid it, we can try to show them how Maths can be applied to other sciences, such as Biology studies, but also how one can use it in every-day tasks such as cooking, cost-effective packaging, gardening, in order to make difficult situations simpler and above all getting to know more about each other. Task such as treasure hunts, origami, paper folding, construction projects can combine modeling, object manipulation, problem solving, performing, movement and collaboration into a rich learning experience.

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Math Teacher in Slatina, Romania, in a technical college.I'm interested to use new resources and alternative methods in my work.

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Math Teacher in Slatina, Romania, in a technical college.I'm interested to use new resources and alternative methods in my work.

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My school