What aspects of my own practice (and the practice of my department) do I want to develop now? Big Ideas in Mastery: Mathematical Thinking Key Messages: Mathematical thinking is central to deep and sustainable learning of mathematics. Taught ideas that are understood deeply are not just passively but ‘received’ worked on by the student. They need to be thought about, reasoned with and discussed. Mathematical thinking involves: looking for pattern in order to discern structure; looking for relationships and connecting ideas; reasoning logically, explaining, conjecturing and proving. For example: There are some important general pedagogical strategies which support students’ mathematical thinking in all lessons: Encourage an atmosphere where asking questions, offering explanations, agreeing or disagreeing with others and giving reasons is encouraged and welcomed. Ask questions encourage explanation, reasoning and proof like does this work?”; you “why “can draw a diagram to explain?”, you make up an example of your own?”, is the same and “can “what different about these examples?”, etc. Make use of learning journals (in class and for homework) where students are encouraged to make their own notes, create aide memoires for the important points in a topic or series of lessons and create their own worked examples with commentary. Move from simplistic teacher/pupil question and answer to a more dialogic teaching where active argument and debate is encouraged and where: interactions encourage students to and to think in different ways
What aspects of my own practice (and the practice of my department) do I want to develop now? Big Ideas in Mastery: Mathematical Thinking Key Messages: Mathematical thinking is central to deep and sustainable learning of mathematics. Taught ideas that are understood deeply are not just ‘received’ passively but worked on by the student. They need to be thought about, reasoned with and discussed. Mathematical thinking involves: looking for pattern in order to discern structure; looking for relationships and connecting ideas; reasoning logically, explaining, conjecturing and proving. For example: There are some important general pedagogical strategies which support students’ mathematical thinking in all lessons: Encourage an atmosphere where asking questions, offering explanations, agreeing or disagreeing with others and giving reasons is encouraged and welcomed. Ask questions encourage explanation, reasoning and proof like “why does this work?”; “can you draw a diagram to explain?”, “can you make up an example of your own?”, “what is the same and different about these examples?”, etc. Make use of learning journals (in class and for homework) where students are encouraged to make their own notes, create aide memoires for the important points in a topic or series of lessons and create their own worked examples with commentary. Move from simplistic teacher/pupil question and answer to a more dialogic teaching where active argument and debate is encouraged and where: interactions encourage students to and to think in different ways
ncetm_secondary_5bigideas_exemplified.docx