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The pros and cons of using contexts in the teaching of mathematics The pros and cons of using contexts in the teaching of mathematics

The pros and cons of using contexts in the teaching of mathematics - PowerPoint Presentation

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The pros and cons of using contexts in the teaching of mathematics - PPT Presentation

Steve Gough amp Sue Hough Manchester Metropolitan University sjgoughmmuacuk shoughmmuacuk Session Overview Consider how we generally use context in the UK Compare with how context is used in Holland In particular we will look in detail at how area is taught using context ID: 635393

mathematics context area find context mathematics find area glass high pupils rme packs topic lin sense sequins pieces trapezium

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Slide1

The pros and cons of using contexts in the teaching of mathematics

Steve Gough & Sue Hough

Manchester Metropolitan University

s.j.gough@mmu.ac.uk

s.hough@mmu.ac.ukSlide2

Session Overview

Consider how we generally use context in the UK

Compare with how context is used in Holland. In particular, we will look in detail at how area is taught using context.

Briefly look at the results of trials

in the UKSlide3

Extreme examplesSlide4
Slide5
Slide6

Less Extreme

Jason’s study is a cuboid. The floor is 3.2m by 2.5m, and it is 2.1m high. Find its volume.

The top of a desk is a piece of wood 80cm high, 50cm deep and 15mm thick.

Find its volume.

Source: GCSE Foundation textbookSlide7

The use of context in maths

Why do we use contexts?

When do we use contexts?Slide8

Use of Context under MIC

Traditionally context is mainly used

As a motivator at the start of a topic

To add an extra layer of complexity towards the end of a topic

As an ‘application’ of the mathematics

Under

RME,

context is used

To help pupils to make sense of the topic

To keep the maths close to pupils’ ‘reality’

As a source of the mathematicsSlide9

Making Sense of AreaSlide10
Slide11

Stained glass windows from houses built in the 1920s and 1890sSlide12

Stained Glass

A company uses rectangular sheets of coloured glass (4 by 6). They cut pieces from these to make a window. Find the prices of the coloured pieces.Slide13

Finding Areas

Find the area in square units of each of the shaded piecesSlide14

Chris works for a window cleaning firm who charge by the pane of glassSlide15

How many windowpanes are there in this office block?Slide16

Touching the rectangleSlide17

Touching the trapezium Slide18

This is Tom’s attempt to find the area of the trapezium. Describe what you think Tom has done.Slide19

This is Kylie’s

attempt to find the area of the trapezium. Describe what you think

Kylie

has done.Slide20

Pupil Responses (1)

Control Students – None RME classesSlide21
Slide22
Slide23

Pupil Responses (2)

Project Students – RME classesSlide24
Slide25
Slide26
Slide27
Slide28

Counting

How many bottles in a full crate of:

Schweppes Lemonade?

Damm

beer?Slide29

How many packs of Anchor butter are there on the shelf at the moment?Slide30

The packs of butter in the photo below can be packed 5 deep and 4 high. How many packs can fit on the shelf altogether?Slide31

How many cubes?Slide32

This block of cheese is 4cm high. How many 1 cm cubes can be made?Slide33

A stitch in time

Lin has her own company making designer t-shirts.

 

Her latest design

includes contrasting

circles of fabric which are to be hand stitched in

sequins.

In

order to think about pricing the t-shirts Lin wishes to estimate how long it will take her to sew the sequins on each badge by hand.

 

In the case of the smallest badge it took Lin 2 minutes and 20 seconds to sew the line of sequins across the middle.Slide34

The Use of Context

Context is a route into the mathematics.

It is crucial that pupils engage with the context.

Moving between the context and the mathematics enables pupils to make sense of mathematics.

Context provides a route through the mathematics.