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
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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 examplesSlide4Slide5Slide6
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 AreaSlide10Slide11
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 classesSlide21Slide22Slide23
Pupil Responses (2)
Project Students – RME classesSlide24Slide25Slide26Slide27Slide28
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.