Learning diary for Moving to Math 2.0 Course by Grigore Gheorghita

Gheorghita Grigore, Teacher - Gheorghe Magheru School, Caracal, Romania

grigore_geta — 2016-09-21 20:15:59 UTC

Hi! I am a teacher for primary school, I love math, so I make my students to like. My attempts are not always completed successfully, but I know that my students have not frustrations because of this, it develops a mathematical thinking, curiosity, creativity, which they use in practical life. I believe that every child should be treated as unique as it is better to focus on your talents and passions, which need to be developed, and they not create a false image of itself, even if their academics math does not They are as desired!

Moving to Maths 2.0

grigore_geta — 2016-10-18 18:36:29 UTC

https://youtu.be/LzsIlJ1eDjI

A. Course timeline

Twitter Chat: Strategies for engaging students in the Math class, 24 October, 18h30 CEST.
Webinar: Learning maths through code and robotics, 8th Novemeber 18h00 CET
Teachmeet: "Maths Ideas Fair" , 21st November 18h30 CET

Reflection: What was or is your students' motivation and engagement level? Do they believe in their ability to improve? Have you had students voice their dislike of Maths to you? What were their justifications? Why do you think many students are frustrated by Maths?

grigore_geta — 2016-10-18 18:41:50 UTC

In the early grades, students say they love math. They say it is easy, it is not boring like reading. But they do not work enough, not much effort in learning, they rely only on what you learn in class, learning not going to end. So they are superficial. Therefore, when concepts become more complex when thinking requires effort and exercise, many give up.

I think math is not for everyone, but the math in school is to orient thinking toward understanding and application.

At about 9-10 years children begin to abandon some say they do not like because they do not understand, it is difficult. They say that many notions are not necessary. In fact I do not make mental effort.

I think that in the early grades should be intuitive mathematics, not to force the understanding of students. Issues among practice to be linked, point to understand mathematics.

grigore_geta — 2016-10-18 18:45:07 UTC

Dan Meyer in the video https://youtu.be/qocAoN4jNwc gave us some ideas on how we can get there but let's explore what we might want to call Maths 2.0 a bit further. Take a look at the video below where Dan Finkel, another US Maths teacher, outlines five important principles to consider for our innovative Maths teaching https://youtu.be/ytVneQUA5-c .

My mindmap

grigore_geta — 2016-10-18 19:01:02 UTC

About mistakes

grigore_geta — 2016-10-18 19:22:36 UTC

Irina Vasilescu
New question: one of the biggest obstacles for students' engagement in class is their fear of making mistakes. How do you react to mistakes? Are there more types of mistakes in the Math classroom? What are your strategies in order to tackle students' fear of mistakes and make use of them?

Grigore Gheorghita From the first days of school, I repeat that making mistakes is human, but it is important to learn from mistakes and not repeat them. But mistakes in mathematics are different. Mistakes are caused by lack of capacity to analyze, poor understanding of requirements, students do not learn theoretical concepts, formulas, and mistakes in solving problems (errors of procedure). Children, but parents did not understand the nature of the errors. They simply say that they were not paying attention, and parents reprimands for this and puts them to work extra. In conclusion, it is the job of teachers to make mathematics accessible to a larger number of children for each student to find the faults and intervene custom. But it is difficult with large numbers of children in heterogeneous classes. It is more difficult if there are large differences between children.

Encourage Mistakes: Strategies from Professor Jo Boaler : https://www.youtube.com/watch?v=pX3mKVlpXTw

grigore_geta — 2016-10-18 19:43:22 UTC

The European Union's Key Competences framework provides a short and clear definition of mathematical competence that we can use as a basis for teaching towards:

   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.

INVOLVING STUDENTS IN MATHS 2.0
The presentation is focused on a few ways to enhance the degree of students’ involvement in projects as well as on specific examples of activities from several Maths projects.

https://prezi.com/iyy9fcznfz-8/involving-students-in-maths-20-2/

Mathematical anxiety

grigore_geta — 2016-10-19 16:13:50 UTC

https://en.wikipedia.org/wiki/Mathematical_anxiety

My self-assessment of current practices in Math class after Module 1: Why Maths 2.0

grigore_geta — 2016-10-24 19:54:56 UTC

grigore_geta — 2016-10-24 20:01:52 UTC

Module 2: Bringing the real world into your Maths classroom

grigore_geta — 2016-10-24 20:09:23 UTC

Our Learning Objectives for this module are:

An understanding how project-based learning can help make Maths more meaningful and result in deep learning in a Maths context.
An understanding how normally more mundane activities that can be often found in text books can be made more "real" and engaging to the students
Identified and shared a PBL problem or challenge that can result in Maths learning
Identified and shared a text book activity and how that could be made more "real" and engaging for students
Identified and shared a picture of students' surrounding that could be used in the classroom to introduce a Maths topic
Incorporated some key reflections and resources on the Learning Diary
Continued work on the Learning Design by adding some activities

grigore_geta — 2016-10-24 20:32:22 UTC

grigore_geta — 2016-10-24 20:34:19 UTC

Math class needs a makeover - Dan Meyer

grigore_geta — 2016-10-26 15:39:58 UTC

https://www.youtube.com/watch?v=jRMVjHjYB6w
I understand that if we address a question students enforcement problem in life, they will be more interested in participating and understand math lesson. I think that the question could be addressed even before a time, let them find resolution, then show them through calculations and algorithms how easily it can solve. It is a good way to get their attention and make them more interested.

Real Life Math

grigore_geta — 2016-10-26 15:57:40 UTC

https://www.youtube.com/watch?v=HtqlIVN9bh8
Use means learning new knowledge to make attractive and intuitive for young students. Already using some pictures, but when given the reality they have a better impact. We can use them arouse curiosity, but also in evaluation. Also, we can ask children to find around them such situations.
Example: Natural numbers consist of tens.

Radu Prisacaru, blog, Romania

grigore_geta — 2016-10-26 16:46:03 UTC

https://webmatematics.wordpress.com/practice/

Module 3: Creativity in your Maths classroom

grigore_geta — 2016-11-05 18:10:53 UTC

3.1 Music and Maths

Music and Maths are more natural partners than one might think upon first thought. Playing musical instruments and composing music require you to think in rhythms and patterns, as well as to recognize these and manipulate them, something quite mathematical in nature. Take a look at the video below to get an idea of how such a concrete link between the two disciplines can be established.
https://www.youtube.com/watch?v=bkY-o07h7T4

The movie "Ron Clark Story" was my first meeting with music and Mathematics at once! I know it is a real story. I was amazed by the audacity of Ron Clark. I admit I have not used this method in class, but I'd like.
https://www.youtube.com/watch?v=UeidQbVWOV0

το π=3,14: https://www.youtube.com/watch?v=TmAIkZNdKLQ

3.2 Dance and Maths

grigore_geta — 2016-11-05 18:22:19 UTC

Math help neuromotor coordination, but I never thought that dancing could help develop mathematical thinking. I found something very interesting! https://www.youtube.com/watch?v=c_anw3O3E34
Other Dance and Maths resources:
https://youtu.be/wpvQfnK9Lpg
https://youtu.be/pQVYfC8WLIo
https://youtu.be/Om4j8Nt2JWQ
https://youtu.be/lHt0XIa6xOg

3.3 Crafts and Maths

grigore_geta — 2016-11-05 18:28:41 UTC

For some ideas and inspiration on how to bring arts and crafts together with maths see the links and videos below.

Origami is a great activity and there are lots of ideas and resources to explore and use, such as the ones here or the origami proof in the video further below. Here is our origami workshop!
Proofs using paper constructions. Folding fractions. Volumes proofs. More paper folding!
Math with legos
Geometry bake-off: sconic sections, toast tangrams and the Möbius bagel. Yummy!
String art combines geometry and the creative process to form complex-looking designs.
Constructing a wide array of things, such as polyhedra , rockets or a bridge , but also creating Valentine, fractal or Moebius cards or even hair braiding or a kite

UĞUR TÜRK, TURKEYOrigami, Japanese "ori" (to fold) and "range" (paper) is composed by the combination of words is the name given to the art of paper folding. The name is Japanese, although there are sources that claim that is an art of Chinese origin. Generally square pieces of paper without the use of cutting and glue, just folding by various biotic and abiotic figures, although this is done by creating rectangular paper, even models that are made from paper money is also very high. The type of Origami used in the cutting process is called. Origami classic origami piece of origami there are two types. Classic origami is usually made from a single piece of paper. Though not very much with origami where two or three classic pieces are used the figures of various animals or goods is made. Known as modular origami-origami is created by a combination of piece parts that are similar to each other, and from concrete figures like animal or an object three-dimensional geometric figures used in construction of. No limit on the number of tracks-piece with plug and play using your toys are similar to origami, and many different figures the same parts can be produced. In origami, generally square-shaped paper of the paper used there is a limitation in the form. Today many different types of origami have emerged. Architectural origami, pop-ups, origami, origami (art of paper cutting) reciprocating. Modern gluing and cutting origami origami is known as this kind of types have been released. The feature that separates it from the origami origami; origami symmetric, origami is the art of making the formatting of the figure. Origami is a famous art. There are many uses of origami.

grigore_geta — 2016-11-05 18:35:21 UTC

3.4 Writing, Storytelling and MathsWriting and storytelling are usually considered staples of language or literature lessons but with some creativity they can also be used in the Maths classroom. 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 the collaboration and visibility part. Here is just one of the countless examples one can find on the web. A Math magazine with a lot of collaborative work.Learning Math through fiction writing . The students in this project wrote a novel, inspired by The Number Devil, which would incorporate writing, art, and the beauty of math.A funny activity could be writing Math poems. The Math part can consist of the content or of 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 on the page) or the digits of number PI (these are called “piems”instead of “poems”. Here is an example, and more in this ebook

grigore_geta — 2016-11-05 18:44:50 UTC

From the first class, I explained to the students we have that every problem has two parts. The first part is a story, the second is the question. The story must present an information brief, clear and logical. The question to be based on the story and bring an answer by solving a mathematics. So the story is of great importance in mathematics.

Module 4: Collaboration in your Maths classroom

grigore_geta — 2016-11-07 16:53:29 UTC

The Learning Objectives for this Module are:

Think about the social interactions that we can develop in our Maths class
Explore a range of eTwinning Maths project examples and think about your own project
Develop an idea how you could use the Collaborative Maths Problem Solver community in your class or adapt the idea for use in your own context
Collaborate with colleagues in solving a challenge of the Collaborative Maths project
Continue the work on our Learning Design

https://www.youtube.com/watch?v=kZxNldBEU6o

grigore_geta — 2016-11-07 17:08:22 UTC

Lego Math

grigore_geta — 2016-11-07 17:38:37 UTC

http://www.boredpanda.com/lego-math-teaching-children-alycia-zimmerman/

Coffe break

grigore_geta — 2016-11-07 17:40:13 UTC

Coffe Break

grigore_geta — 2016-11-07 17:43:18 UTC

grigore_geta — 2016-11-07 17:46:01 UTC

musical clok

grigore_geta — 2016-11-14 05:33:27 UTC

https://www.youtube.com/watch?v=w5Cv2KELINc