# Reflecting on Teaching and Learning Mathematics

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Reflecting on Teaching and Learning Mathematics. Se n Delaney Col iste Mhuire Day 2. Day 2 Overview. Review of Day 1 Comment Cards Children and Mathematics Individual differences in learning mathematics Introduction to Place Value. Review of Day 1. - PowerPoint PPT Presentation

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• Reflecting on Teaching and Learning MathematicsSen DelaneyColiste MhuireDay 2

• Day 2 OverviewReview of Day 1Comment Cards Children and MathematicsIndividual differences in learning mathematicsIntroduction to Place Value

• Review of Day 1Journal fastwrite: What do you remember from yesterdays session?RetreatTeachers experiences and expertise rarely passed onTeaching the books and not the childrenProfessional empowerment v. parents requirementsWiles video(mistakes, vocation, Connecting the unconnected)Wait timeHow to use equipment?100th dayhttp://www.smn.co.jp/e/key/0121k01e.html

• Comment CardsPace a bit slow. Need to be a bit more focused sometimes. Very good introduction. Food for thought etc. Really practical planning and class/group/individual practice would be good.Course was well conducted, organised and enjoyable so far, with very interesting contributions and communication between participants. Can we have a list at the end of the week of any books, resources, websites etc. mentioned?www.mie.ie/staff/sdelaney

• Warm-up ActivityPlace value BingoFollow-Me games Subitising and ten-boxes

• Children and Mathematics

JOURNAL ENTRYThink of a pupil in you class this year who might have prompted you to take this course. What do children find most difficult in mathematics?What mistakes do children make most often?

• Children as MathematiciansDefine an odd number/ even numberConjecture (Formation of conclusions from incomplete evidence; guess)7 minutes into the class. A boy (Benny) has just observed that even numbers can be made from even numbers e.g. 2+2=4.VideoWhat 3 definitions of even numbers are used?Justify (say for the principal) the time spent on allowing the discussion to continue.

• Individual Differences in Learning Mathematics What kind of tasks do pupils have to do in mathematics class?

• Sources of Differences in Mathematics ClassesConceptual processing (Concrete to abstract; rules)Language (Reading questions; class discussions; maths vocabulary)Visual-spatial processing (3-D shapes; aligning numbers)Organisation (Steps in a procedure; recording data)Memory (Recalling previous information; remembering steps)Attention (Listening to other childrens explanations; sitting still)Psycho-social (working in groups; playing games)Fine-motor (Writing; cutting and folding)

• Looking forward to Day 3Bring in samples of childrens work for analysisPlease complete comment cardsEnjoy the weekend!