This paper explores the ethics of the mathematics teacher, starting from the ethical obligations that all human being and professionals share towards those in their care. Most notably this involves a … Expand.
Responsive Teaching in Primary Mathematics: Linking current theory to practice and planning. Abstract: Facilitating a more responsive style of teaching in primary mathematics has implications for not only teaching practice, but also for how we plan for our learners. Grouping decisions, task … Expand. Using the context of mathematics education, voices of student teachers are shared in this chapter. We describe a small research project investigating how a cohort of student secondary mathematics … Expand.
Curricula in different places of the world are consistently undergoing changes and reforms to meet the capacity needed for citizenship of the 21st Century. Heterogene Lerngruppen stellen Lehrpersonen im Mathematikunterricht der Grundschule vor besondere Herausforderungen.
Dabei wird das Heterogenitatsspektrum durch die zunehmende Umsetzung von Inklusion … Expand. Exploring master teachers' use of visuals as tools in mathematical classrooms. View 1 excerpt, references background. Related Papers. Abstract 9 Citations 1 References Related Papers. Rich tasks:. Rich tasks and curriculum coverage are not at odds with each other. Rich tasks can offer the opportunity to explore and develop an understanding of mathematical concepts that are part of the normal curriculum.
The nature of rich tasks gives learners the opportunity to question and develop their understandings of mathematical ideas, and to gain the confidence to apply their knowledge in a range of contexts, even unfamiliar ones. To aid teachers in making decisions about what rich tasks to apply where, the NRICH website offers a number of support mechanisms:.
We are not telling teachers how to use the problems by giving detailed lesson plans. The nature of rich tasks involves "letting go" and taking account of the range of needs of your own learners, and preparing for where the task is likely to take them. Any suggestion that we can begin to second guess what best serves the needs of the learners in every classroom would be misplaced. Rich tasks encourage learners to think creatively, work logically, communicate ideas, synthesise their results, analyse different viewpoints, look for commonalities and evaluate findings.
However, what we really need are rich classrooms: communities of enquiry and collaboration, promoting communication and imagination. This is an extract of key ideas from a longer article by Jenny Piggott. You can read the full version here.
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