Get Assessment for Learning in Mathematics PDF

By Clare Lee

ISBN-10: 0335219888

ISBN-13: 9780335219889

ISBN-10: 0335219896

ISBN-13: 9780335219896

Make math more straightforward to appreciate to your scholars

For lots of your middle-school and high-school scholars, expressing mathematical rules is not effortless. The language of math is frequently summary and difficult to get a deal with on. Now review for studying within the arithmetic school room is helping you aid your scholars to specific what they already understand and elevate their figuring out. delivering useful techniques for bringing extra discourse into lesson plans, this publication offers a strong strategy to elevate criteria within the classroom.

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Extra resources for Assessment for Learning in Mathematics

Sample text

I was very open about the fact that they might find the research difficult and that I did not want them to copy from the textbooks. I suggested that they discuss carefully each property of their quadrilateral they came across, to be able to express it so that the rest of the class could understand. Each group then had to draft a poster with all the ideas that they had found out about their shape on it. The posters were displayed and all the class looked carefully at each. In front of each poster was a sheet of paper.

Pupils who are able to use mathematical language to express their ideas are able to communicate with one another and their teacher, they are able to both build and share meanings of words and expressions, and ultimately learn mathematics effectively. 3 Starting to talk in the mathematics classroom In Chapter 2, I set out what constitutes mathematical language and the potential barriers to learning that could be created by language as it is used to express mathematical ideas. In this chapter, I look at ways to interact in the classroom to help pupils to learn to use mathematical language in order to deepen their understanding of mathematics.

When they realized that all their ideas were acceptable, there were no right or wrong answers, they were far more willing to participate. I recorded: Taking their suggestions, I made an effort to include people who sometimes don’t answer. There was a better atmosphere now. Perhaps they were beginning to trust me to accept what they said and themselves to say something sensible. The brainstorming and accepting their ideas, what they said, was important here. I think I might be saying – ‘you can talk like a mathematician when you use what you say normally’.

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Assessment for Learning in Mathematics by Clare Lee

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