Showing posts from 2018

Second Session with the DIMC Mentor Don

To recap, my Inquiry question for this year is: Would the everyday, explicit and rich teaching of mathematical language, coupled with step by step techniques of unpacking word problems, help my learners to better understand mathematical concepts, and better answer questions and explain how they got their answer?
 Last term  I did a lot of work around how we 'unpack' a word problem (essentially using the DIMC approach) and doing lots of learning around mathematical vocabulary. 

A recap of how I have been implementing this in my maths class with my learners: 

When looking at a word problem:

What is the story about/ What do we know from the story? We have spoken about the word ‘context’ and what this means. With every question I have introduced to the children they have had to explain the context of it. What are we trying to find out?Once the group is able to agree upon a way they may go about solving the problem they are given paper to being their working. 

We  made a Math Vocabulary…

Language In Abundance - Jannie Van Hees

Language in Abundance - Where will you put your lens?
Can you think with depth and breadth if you don't have the words to express yourself?

2/3 of a lot of our children's day does not expose them to complex language. Our challenge is to make sure the 6 hours we have with them is to expose to them to as much rich language as possible.

We want our kids to do well in education to then step up and be 'higher players' in society, how do we get the parent and caregiver to be more educated?

We know that education levels in the family are going to make a difference to their children - if we say there are a large number of families here that don't have higher education it doesn't mean they are NOT going to able to scaffold and help their children.

You can't spend your day gathering ideas from the children.

What are the trio of lens?

- Explicit attention to language
- Attention to co-contributors
- Optimising envieonmental conditions

Language carries knowledge, knowle…

Developing Mathematical Inquiry in a Learning Community Professional Development Day 2

Developing Mathematical Inquiry in a Learning Community Professional Development Day 2

If anything, this programme is about teaching resilience. Never be afraid to make the problems really hard. I’ve been in classes where children do not know the answer but they learning that occurred in finding that answer was HUGE.
Record what has worked well for you and why - it has been cool to see kids who are not confident in maths, or struggle giving it more of a go, and to see kids being challenged and feeling like they are all equal to each other, e.g. mixed ability groups.
Record what you have noticed about how your students feel and act about this way of learning maths - I think at the beginning they were a bit hesitant/ confused. It is a very different way of learning maths to what we normally do, HOWEVER, after establishing the group norms and getting more used to DMIC, the children have enjoyed working in groups and taking charge of their learning. They have also liked being able to work on…