🇬🇧 Maths teacher at a bilingual school in France. Nerdy about pedagogy and task design. Seeking discussions about what works (or not!) in our classrooms for continued professional development.
🇫🇷 Prof de maths à une école bilingue en France.
he/him
Aaron Paquet-Smith
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All, ultimately, are the same but it can be hard to canalise students’ approaches so the whole class succeeds. How do you handle this?
I have become very interested in how KS3 is about enriching our students rather than just preparing them for their GCSEs or equivalent. How do we do this when our subjects are siloed? And what should we be measuring and reporting on? #EduSky
Reporting on per-subject grades, to me, seems to compound the siloed effect.
In #MathsToday: constructing pie charts. My students suggested such varied methods: calculate a percentage then find that percentage of 360; find what fraction per response and find fractions of 360; work with proportionality, identifying the constant of proportionality between the total and 360.
In #MathsToday, the first time I am running a Bowland Maths project. Students design a recipe for a smoothie and use proportionality to calculate the nutritional content of their ingredients. Link to the task: www.bowlandmaths.org.uk/materials/pr...
Aaron Paquet-Smith
A couple of questions for the final day of my #calculus class. The hexagon question was from a post at the other place by Henk Reuling. I added the square version as a simplified option. #ITeachMath #MathsToday
Aaron Paquet-Smith
In #MathsToday my year 8's were finding the volume of prisms. We used multilink cubes to help understand the concept as finding the number of cubes in a 'layer' then multiplying by the number of layers. I'm trying to get them away from thinking shape work is all about remembering formulas.
