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E209 - week 10 Making maths inclusive (audit (discrete data (specific…
E209 - week 10 Making maths inclusive
audit
discrete data
specific answer 1,2,3,
continuous date
can be any number of the number line- eg height, weight and as it changed it will have gone through other numbers, rather than jumping up to next number.
range - 20-3 do not include the numbers 3 &20
mode - most common number in the set
Venn Diagram (circles & overlapping circles)
Carroll diagram (boxes/table)
Language is integral
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444853§ion=3
use the correct terminology
all about talking & listening
confusions can ensue easily (even how pronounce numbers in English (wk 7)
LEXICAL AMBIGUITY
Durkin and Shire (1991
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444853§ion=3.1
Homonymy - same word multiple meanings (bank)
Polysemy- origin of meanings connected (mouth)
Homophony- different spellings (for, four)
always be aware of potential confusions and identify & address ambiguities as arise !!
A key point in the Emblen (1996) reading is that maths is not context-free.
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444853§ion=4
Emblen reading is bilingual children building tower
Chapter 27
discrete + separate p.406
Suppression of zero (politics eg) p.408
block graph & bar chart similarities & differences p407
bar chart discrete data lines apart & same widths
bar charts continuous data grouped into grouped discrete data no gaps between bars to indicate the continuous flow
Pie charts more sophisticated but difficult to create. angles etc 360/ total amount x frequency. Now computers can make one for you !!? p.411-2 so learn to INTERPRET not create.
pie charts - more effective if only few variables -up to 6?
line graph- only use if time is on horizontal axis !! p413
make up a lesson where describing properties of shapes and putting them in a carrol diagram????
Activity 10.3
(Cotton, 2016,
https://learn2.open.ac.uk/mod/oucontent/view.php?id=1444856
created questionnaire about racism
relevance
cared about the responses
displaying the data as percentages conveyed the story the children felt needed to be told (better than shoe sizes)
cross curricula (PSHE)
HANDLING DATA
Lessons focus on 1 aspect but pupils should experience all 4 elements if possible
my answers to progression task much more comprehensive!!
NC stipulates that by end of yr 6 pupils should be able to handle/read/ interpret data. Be able to decide most appropriate way to display results, using ICT.
AUTISM SPECTRUM DISORDERS
the ‘triad of impairments’ (Wing, 1992) affecting social interaction, communication and imagination.
MASTERY!!
What the approaches have in common is an emphasis on SUCCESS FOR ALL and that this can be achieved by developing conceptual understanding in mathematics, . . . KEEPING THE WHOLE CLASS TOGETHER, not moving on until ideas are understood and promoting understanding through a variety of representations (NAMA, 2016, p. 20)*
typical lesson pupils sit facing the teacher and the teacher leads back and forth interaction, including questioning, short tasks, explanation, demonstration, and discussion.
- can as all top set!! although noticed today some struggling!!
intelligent practice
that both reinforces pupils’ procedural fluency and develops their conceptual understanding
The idea of a whole class working together on the same lesson at the same time has proved controversial.
glad MM agrees with me!!
happens in Shanghai and several other regions that teach maths successfully
. valid point! but idealistic/naive
Maths teaching for mastery rejects the idea that a large proportion of people ‘just can’t do maths’.
https://www.ncetm.org.uk/files/37086535/The+Essence+of+Maths+Teaching+for+Mastery+june+2016.pdf