Freya Seemann's List: Working Mathematically

During my First Practicum a found this very useful as a resource and for parts of and/or ideas for maths lessons. Being accessible through the internet I was also able to put the lesson up on the IWB so the whole class could see what they should be doing but this also made it easier for me as a teacher to identify problems the students were having and work through them with the whole class. It also gives the opportunity for peer to peer learning.

this is a very interesting case study about students working mathematically and the classroom practice. for year three, working mathematically was especially beneficial when it was related to the real world, which is also proposed in the article "Food for Thought: The Mathematics of the Kitchen Garden" (Lyon, Anthony and Bragg, Leicha A. Food for Thought: The Mathematics of the Kitchen Garden [online]. Australian Primary Mathematics Classroom, Vol. 16, No. 1, 2011: 25-30. Availability: ISSN: 1326-0286. [cited 24 Feb 12].)

It was very interesting to see all the different ways the students were able to come up with answers. This activity linked to a real life situation, this being a taxi fee, and included other KLA's such as public speaking with the English outcome Talking and listening TS2.1(Board of Studies, 2006, p. 17). This example of mathematical thinking also demonstrates the mathematical outcomes WMS2.2, WMS2.3, WMS3.3, WMS2.4, and WMS2.5 (Board of Studies, 2002, p. 19). This video, although not as hands on and physical, shows an example of real life problem solving, like achieved in "Food for Thought: The Mathematics of the Kitchen Garden" (Lyon & Bragg, 2011). It also demonstrates the idea and benefits from students explaining and discussing their problem solving process that they went through to get the their final answers. In doing this the students go through a cognitive and metacognitive process when they explain their solving process. Of cause this video is also linked with the reading WM4 "Making mathematical arguments in the primary grades: The importance of explaining and justifying ideas" (Whitenack & Yackel, 2002) and Chapter three of Elementary & Middle School Mathematics (Van De Walle. J, Karen S. K, & bay-Williams, 2010) and how it talks about why explanation and justification are important in the learning process. It gives a chance to raise healthy debates on why a mathematical method may or may not be appropriate and allows students to gain a clearer insight and understanding to their own thinking.

even though this is victorian it is still a valuable site

I like how this site outlines the stages and standards of development but then goes into greater depth of indicators and also progress points for the teacher to attain the standard. I can definitely see myself using this for teaching.

I Found this whole sight interesting and could relate it to jean Piaget and Howard Gardners multiple intelligences. problem solving using different techniques and relating it to their (the child's) interests.

plant care for outside and then indoor nurseries for seedlings on

"Scientists, on the other hand,
may measure growth of plants to understand
many different variables, for example, the
effectiveness of specific fertilizers. The
children were encouraged to view this
task through the eyes of a 'horticultural
scientist'" page 28

worm farms or chicken poo for fertiliser
not only about working mathematically, fractions (if cooking) but area volume space geometry, weather (HSIE) and healthy eating (PDHPE))

hands on learning, gives students responsibility for their own garden (everyone would have a job to do in the garden, maybe have a rotating roster), the garden provides a real life situation in which maths is used. its enjoyable therefore more rememberable.