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WINTER
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Why? The What? The How? And some ideas
Saturday 8th April
Resilience …
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The “why?” .. Mathematical Resilience ….
• Is “maths anxiety” a thing?
• Why is it different to other subjects?
Or … the ramblings of a mad woman
• Doesn’t all learning require resilience?
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The “what?” .. Mathematical Resilience ….
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WINTER
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Clare Lee and Sue Johnston-Wilder
Resilience is the ability to .. believe they can solve a
problem and to make a start (at least) and not just put
their head on the table …
Mel Muldowney
Or … the ramblings of a mad woman
that quality by which some students approach
mathematics with confidence in a successful
outcome to their effortful work, persistence in
the face of difficulty and a willingness to
discuss, reflect and research
The “how?” .. Mathematical Resilience ….
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Simples eh?
Or … the ramblings of a mad woman
According to Johnston-Wilder & Lee, to develop mathematical
resilience students must be given the opportunity to:
• Learn sufficient mathematical vocabulary and ways of expression to
engage in mathematical conversations, question concepts, work
collaboratively, think mathematically and build understanding. This
means that pupils have to use mathematical words and ways of
expression for themselves, and not only listen to their teachers
using the mathematical language.
• Make mistakes and take wrong turns, so that ultimately develop
the belief that if they persevere they will be far more likely to
succeed.
• Extend their ability to experiment and try out ideas in a
mathematical environment and, in our experience, discover that
they enjoy it.
• Seek solutions to significant problems. Working on such problems
will require pupils to try things out, to make and recognise
mistakes for themselves and work for an extended time with other
people to produce a well-reasoned solution.
• Acquire a reflective and thoughtful stance towards mathematics.
They will know that, if they think hard, talk to others, read about
mathematical ideas and reflect on the information gained, they will
be able to make headway with seemingly difficult ideas and
problems.
The “how?” .. Mathematical Resilience …. My version
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6 key principles:
• Maths ability is not genetic
• Dealing with misconceptions and mistakes
• Progressive examples
• Deliberate (intelligent?) practice with a twist
• Learning is not always easy!
Or … the ramblings of a mad woman
• Numerosity is the foundation on which we build
Numerosity
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We need to improve basic skills
Students need to be able to the language of maths
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Dealing with misconceptions and mistakes
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It’s OK to make mistakes
Celebrate mistakes!
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Misconceptions or mistakes? – signpost them!
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Progressive examples
WINTER
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Or … the ramblings of a mad woman
Deliberate practice or teaching by “stealth”?
Low threshold High Ceiling
- Almost anything from
- Nrich or
- Don Steward
- BUT
Water takes the path of least resistance
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Reducing the cognitive load ….
Or … the ramblings of a mad woman
Other ideas ….
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The QR Cube …
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Anything that gets them comfortable at “playing” with numbers and logic problems
Four 4’s
Krazy dads website
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What a ride!
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Contact me
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[email protected]