Almost all of mathematics could be described as ‘mental’ in the sense that engaging in a mathematical task involves thinking. Thus every mathematical problem a pupil tackles must involve several stages of mental mathematics. Pupils actively involved in mental mathematics might be engaged in any combination of: interpreting, visualising, analysing, synthesising, explaining, hypothesising, inferring, deducing, judging ,making decisions & justifying These ideas are prevalent throughout mathematical endeavour and underpin the work of using and applying mathematics. These 6 booklets cover a few key areas likely to influence pupils’ progress beyond level 5.
Number Talks A Number Talk is a short, ongoing daily routine that provides students with meaningful ongoing practice with computation. A Number Talk is a powerful tool for helping students develop computational fluency because the expectation is that they will use number relationships and the structures of numbers to add, subtract, multiply and divide PowerPoint Explanation Number Talks 1 Number Talks 2 Level 4 Problems Level 5 Problems Level 6 Problems Level 7 Problems Level 8 Problems Maths Talks "I love this so much that I think I could do this all day, not just for 5 to 10 minutes at the start of class. I can't get enough of what kids share about how they think mathematically. And boy, they have stuff to share." This new blog is at mathtalks.fawnnguyen.com.
I want to share this with you
because...
There's a how-to page
in case you could use it.
There
is compelling evidence that imagery plays a significant role
in mathematical reasoning. For example, a young child may add
7 + 5 by mentally "moving" 1 from the 7 to the 5 to
form 6 + 6, a known double. Or a child might determine how
many one-inch cubes there are in a rectangular solid 3"
by 3" by 4" by visualizing the solid as composed of
three layers. Whether working in a numerical or geometric
context, when students are engaged in meaningful mathematics
rather than rote computation, it is quite likely they will be
using some form of imagery.
Click
here for the whole document.
Mental Imagery Activities
A Decimal Line:
Close eyes – see a line segment (or a line where you can see
both ends) – place a zero at one end and a number of your
own choice at the other end – make a mark on your line -
put the number you think should be on the mark.
Select examples and discuss with the class (group).
To download the complete document in word format
click here
Quick Draw
Quick Draw is an engaging mathematical activity that helps
students develop their mental imagery. A figure such as the
one shown below is presented briefly to students. They are
asked to "Draw what you saw." When students have drawn their
figure, give them a second look. Finally, uncover the figure
and ask students to describe what they saw. Encourage a wide
range of interpretations.
To download the complete document in word format
click here and for a pdf download of
activity 1
click here and of
activity 2
click here
Exploring Mental Imagery
I use the term mental imagery to refer to anything
and everything that happens inside
The power to imagine is perhaps the most important and
fundamental of all the many powers which children possess
when they come to school, indeed when they emerge from the
womb. In particular, it forms a world which lies between the
outer world of material objects, and the outer world of
abstract symbols. The issue here is how we can exploit that
power to the full. My aim is to illustrate different ways in
which imagery and imagination can be used effectively in the
mathematics classroom and in preparation for lessons. To download the complete document in pdf format click here Try these three sets of activitiesVisualising Squares Visualising Triangles Visualising Loops |