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Mathematics: A Visual Language
Transcript of Mathematics: A Visual Language
What is 7 multiplied by 8?
Divide 64 by 8.
What is the product of 6 and 9?
What is 150 divided by 5?
How many 4s are there in 120?
10-second mental questions
What is 25 times 5?
What is 3 multiplied by 5 multiplied by 2?
How many 50s are there in 1000? How did you work this out?
There are 125 sheep and 5 goats in a flock. How old is the shepherd?
Pedagogy of practical exploration in stimulating contexts, so that the words are no longer abstract but are related to a concrete action or experience
This in turn will develop cognitive processes, the way in which knowledge is used
Understanding is dependant on;
The language of the question asked
The capacity of the working memory
The level of contextualisation
Mathematical (technical) language
The development of mathematical understanding
Fisher-Hoch & Hughes University of Cambridge 1997
| triangle | regular hexagon
1, 4, 7, 10, 13, 16, 19 ,22, 25...
Making Good Progress 2008
Slow moving pupils need to use maths vocabulary to express their explanations and thinking with other pupils and their teacher in all mathematics lessons
Thinking in Pictures
A Visual Language
Always, sometimes, never true
Finding half of something will make it smaller
1 is the smallest prime number
Same / different
Square based pyramid, square prism
Language of mathematics has to be developed through practical and visual teaching approaches
Opportunities to develop mathematical understanding through the use of language must be embedded
Children must be provided with contexts in which to use the language appropriately.
Both of the digits are even.
The number has two digits.
The digit in the tens place is greater than the digit in the unit (or ones) place.
The units (or ones digit) is not in the three times table.
The tens digit is not double the ones digit.
The sum of the two digits is a multiple of five.