I came up with these to help learner's self direct their follow up learning based on their individual needs. Each of the following Google Drawings has links to both games and how to videos to support learning in a variety of Maths concepts.
The following are two examples of taster menu's which students use to fill their gaps in knowledge. This has been a really good way to motivate students to understand their own learning. Students access these 'Taster Menu's' from our team site and can use them as part of their individualised follow up programmes in Maths.
Some of my more able students are now going on to make their own personalised Google Drawings of Maths Maps with links to specific tasks, games and learning tutorials that support their individual programmes.
Maths has always been about stages and Numeracy Project for me. A new approach which I have had to learn this year is DMiC Maths which teaches maths through real-life contexts and problem solving.
Through working with Generosa Leach I have learnt so much about the way I deliver my Maths programme. Firstly the class is split in half into two mixed ability groups. The problems that are written are constructed around a 'big idea'. I need to know the students and which strategies I want them to work on but when writing a problem I plan for other strategies to be used.
Problems need to have multiple entry and exit points. The students should all be able to relate to the context of the maths problem which gives then an understanding of why we are learning about it. It also promotes language and discussion which is based on the story of the problems.
Lessons start with the whole group breaking down the problem and understanding the story. Once we have a common understanding we then look at the numbers involved and start to break down with the question might be asking us. Children then break into small groups to work on solving the problem in a collaborative way.
Maths norms and talk moves guide students to drive the strategising and problem solving in their own way. Students need to contribute to the answer and success is determined by each person in the group understanding and being able to share back in their own way.
I have also looked at refining my planning to really think about the students in my group and their strengths and weaknesses. This is known as 'Mathematical Status'. All students have status but they are not necessarily the 'best' at maths or the 'smartest'.
DMiC Maths - Room 15 Tangram Question
My journey with DMiC Maths has just begun but I feel confident in this way of teaching and I will always incorporate aspects of this problem solving model into my teaching from now on.
