Planning for effective teaching
'Planning for effective teaching and learning involves designing a flexible sequence of learning activities, and being clear about the concepts students will be developing in each activity to reach the desired goal of relational understanding.'
Planning should involve:
- starting with familiar contexts, concrete materials and prior knowledge, and moving to generalisations and abstract ideas (and back and forth between these as needed)
- using rich mathematical and statistical tasks
responding to student diversity and prior knowledge
- using a variety of effective teaching strategies
- making transitions between increasingly abstract representations
- giving students opportunities to confront their misconceptions
- selecting activities that prompt students to link verbal thinking and visual imaging to the concepts being learned
- scaffolding students’ reasoning
- using learning materials to focus student attention on key concepts.
Informal inference – Planning a statistical sequence of activities for students to understand concepts such as population, sample and sampling variability in order to make an inference when comparing two groups. The sequence starts with a population of data cards. Students take and compare samples and are scaffolded to develop their own decision rules for making inferences about populations from samples.
Kiwi Kapers – Starting with a population of kiwis, students develop concepts of sample, sampling variability and population.
- Engaging in proofs, for example, the square of an odd number is odd – investigate patterns, progressing from counters/ arrays through to more abstract diagrams and hence to algebraic generalisation.
Activity: Skid marks
Activity: Linking integration and differentiation
Activity: I am just not fast enough
Last updated September 26, 2012