31. May 2023•0 gefällt mir•3 views

Downloaden Sie, um offline zu lesen

Melden

Bildung

Math Presentation

KhaledAbdelzaher3Folgen

- 1. Developing a Mathematical Mindset Promoting Grit, Resilience and Character within maths/numeracy lessons Robert McCallum PT Maths Carrick Academy Numeracy Development Officer South Ayrshire Council
- 2. • To explore your own mindset • To determine what approaches can be adopted within maths lessons • To experience ‘Low floor, high ceiling’ problems • To explore how to promote mathematical mindsets in your school • To determine how ‘Number Talks’ can promote mathematical mindsets. Aims
- 5. Making Maths Count Scotland has a maths problem. Too many of us are happy to label ourselves as “no good with numbers.” This attitude is deep-rooted and is holding our country back educationally and economically. Transforming public attitudes to maths. Improving confidence and fluency in maths for children, young people, parents and all those who deliver maths education to raise attainment and achievement across learning. Promoting the value of maths as an essential skill for every career.
- 6. Have you heard? Parent ‘He/she is just not a maths person. He/she gets it from me. I was never very good at maths at school either’ (usually followed by laughter) Parent/teacher ‘Don’t worry, obviously you don’t have a maths brain. You are better suited to ………’ Pupil ‘I know I achieved an A last year but I think I will Feel better going for a B at Higher.’ ‘I am never going to get this’
- 7. How about you? Complete the survey. Be honest about your own beliefs towards maths
- 8. Do you Agree or Disagree? Disagree a lot Disagree Disagree a little Agree a little Agree Agree a lot Profile Number 1. Trying a problem I don’t know how to solve is the best way to solve new maths. 1 2 3 4 5 6 2. You have a certain amount of maths ability and you can’t do much to change it. 1 2 3 4 5 6 3. I like maths best when it makes me think hard. 1 2 3 4 5 6 4. How intelligent you are mostly determines how well you do in maths. 1 2 3 4 5 6 5. Drawing pictures or making tables helps me to do maths. 1 2 3 4 5 6
- 9. Do you Agree or Disagree? Disagree a lot Disagree Disagree a little Agree a little Agree Agree a lot Profile Number 6. How well you can memorise determines how well you do in maths. 1 2 3 4 5 6 7. When a new maths concept is hard, it just wants me to work more on it to figure it out. 1 2 3 4 5 6 8. Maths ability is mostly genetic; you either have it or not. 1 2 3 4 5 6 9. You can greatly change your ability to do maths. 1 2 3 4 5 6 10. How fast you can get to an answer is a good measure of your maths ability. 1 2 3 4 5 6
- 10. 10-20 You strongly believe that your maths ability is fixed – it does not change much. If you can’t learn something quickly and easily, you would rather not do it. You think smart people don’t have to work hard and that some people are naturally good at maths. 21-30 You lean toward thinking that your maths ability does not change much. You prefer not to make mistakes if you can help it and you also don’t really like to put in a lot of work. You may think that learning should be easy, it makes you feel uncomfortable when other people answer questions quickly. 31-40 You have not really decided for sure whether you can change your ability to learn maths. You care about how well you do and you want to learn, but you don’t really want to work too hard for it. Sometimes it may seem that other people have it easy when it comes to learning new maths concepts.
- 11. 41-50 You believe that your intelligence and maths ability is something that you can increase. You care about learning and you are willing to work hard to learn new, complex ideas. You want to do well, but you think it is more important to learn than to always score well. 51-60 You really feel sure that you can increase your ability to do maths by learning and you like a challenge. You believe that the best way to learn is to work hard and you don’t mind making mistakes while you do it. You might try all different kinds of strategies to solve difficult problems and you don’t give up easily.
- 12. What is the difference between fixed and growth mindsets? http://www.trinitytsa.co.uk/wp-content/uploads/2016/07/Growth-Mindset-Animation.mp4 https://www.youcubed.org/four-boosting-math-messages-from-jo-and-her-students/ Day 1 - Mindset
- 13. Key Messages • Everyone can learn maths • Believe in yourself • Mistakes are important • Speed is not important
- 14. Research findings • High attaining pupils can develop fixed mindsets by always being told they are clever They eventually do not want to challenge themselves in fear of failure. Praising the effort and hard work to achieve rather than their ability is much more powerful. • If a mother communicates a negative attitude towards mathematics their daughter’s attainment in mathematics will decline immediately. Dweck, Boaler (2015) • Encouraging students to use only one method (algorithmic) to solve problems, they lose some of their capacity for flexible and creative thought. They become less willing to attempt problems in alternative ways and become afraid to take risks’ Narode,Board and Devenport (1993) • Many pupils’, parents and even teachers believe that some people have an innate ability in maths and that people who are good at maths have ‘maths brains’. There is also a firmly held view that speed and fact recall are the making of a good mathematician. This has led to a huge problem with maths anxiety in pupils. Dweck, Boaler (2015)
- 15. How to develop Mathematical Mindsets Step 1 : Focus on work, effort, struggle and persistence Realise that hard work is the key to success not natural ability Step 2 : Choose challenging tasks and focus on strategies rather that end outcome. Reflect on strategies that work and don’t work Step 3 : Face setbacks. See mistakes or dead ends as opportunities to learn more. There is a wealth of resources on www.youcubed.org
- 16. Change your Words Change your Mindset. I am not good at this How could I get better at this?
- 17. Change your Words Change your Mindset. This is too hard This may take some time and effort but I can do this.
- 18. Change your Words Change your Mindset. I give up I’ll try some strategies I have learned.
- 19. Change your Words Change your Mindset. It’s good enough. Is this really my best effort?
- 20. Change your Words Change your Mindset. I’ll never be as smart as them. I will figure out how they do it and try it myself.
- 21. Change your Words Change your Mindset. I made a mistake. Mistakes help me improve.
- 23. If you hear……….. ‘I am just not a maths person.’ ‘You obviously don’t have a maths brain. You are better suited to ………’ ‘I am never going to get this’ ‘I can’t do maths’
- 24. The power of Yet. I can’t do this……………….. YET! I am not capable of solving this problem …….. YET!
- 25. It took me 17 years and 114 days to become an overnight success -Lionel Messi
- 26. “People tell me that I’m born with natural talent I’m like . . . uh no! . . . I just practice.” - Ed Sheeran
- 27. Fixed Mindset Growth Mindset
- 28. Recognising and Celebrating Growth Mindset Celebrating progress in assemblies, names and pictures of pupils in classrooms and corridors. Constantly reaffirming that the best students are the ones who make the most progress not necessarily the pupils with the best grades. Using other pupils as models of a growth mindset. (CI)
- 29. Activity How many cubes are in the 10th case? How many cubes are in the 100th case?
- 32. Useful Websites www.youcubed.org www.midsetkit.org http://www.glowmathshub.com/ http://whiterosemathshub.co.uk/maths-everyone-can/ nrich.maths.org http://www.mathematicsmastery.org/
- 33. johntomsett.com/2016/09/06/thi… Perfect example of growth mindsets
- 34. Number Talks and Mathematical Mindsets A classroom conversation around a purposefully crafted computation problem that is solved mentally. The problems in a number talk are designed to elicit specific strategies that focus on number relationships and number theory. Pupils are provided with problems in either a whole class, or small group, setting and are expected to mentally solve them accurately, efficiently and flexibly. Pupils share and defend their solutions and strategies in a safe environment, they have the opportunity to collectively reason about numbers while building connections to key conceptual ideas in maths. Mistakes are regarded as opportunities to learn. It is a stand-alone activity. Conducted in five to fifteen minutes.
- 37. What is a Number Talk?
- 38. Number Talks Hand Signals Closed fist, held against chest, when thinking of a solution to a problem. Thumb up, held against chest, when you have one solution. Thumb up, pinky finger turns towards the person Thumb and first finger up when you have more than one solution to the problem.
- 39. Number Talk Stems Display and reinforce through regular use. Share with parents so that they can use this language too. Make thinking visible!
- 40. Interventions Number Talks Rekenreks http://www.ictgames.com/brilliant_beadstring_with_colour.html Using Rekenreks
- 41. Dot Images
- 43. 1
- 44. Tens Frames Tens Frame video
- 45. First/Second Level Number Talks
- 46. 39 + 37
- 47. 151 - 88
- 48. 8 x 24
- 49. • Across the authority staff there are extremely positive about the impact number talks are having in developing resilience and confidence in pupils approaches to numeracy. • Pupils are enjoying number talks and have said they like trying to use different ways to answer the question and getting the chance to explain how they do it. • ‘Pupils are saying things like ‘making mistakes makes your brain grow’’.
- 50. Number Talks Resources
- 53. robert.mccallum@south-ayrshire.gov.uk