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Mathematical Moments Jennifer Piggott
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2 www.nrich.maths.org Evaluating mathematics provision for 14–19-year-olds Ofsted found many lessons "lacked sufficient flair, imagination and challenge to get the best from students". They did not allow pupils to develop their "ability to reason and discover solutions for themselves".
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Do you teach history? Would you describe yourself as an historian? Do you teach geography? Would you call yourself a geographer? Do you teach languages? Would you describe yourself as a linguist? Do you teach science? Are you a scientist? Do you teach mathematics? Are you a mathematician?
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Did you study mathematics beyond GCSE level? Did you take GCSE maths early? Did this influence you in any way? What did you enjoy about mathematics? What didn’t you like about mathematics? What mathematical experiences do you want your pupils to have? What are the key influences in offering such experiences? How are these related to examinations?
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What do we mean by mathematics? SiteFiles
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6 www.nrich.maths.org Cross it – Turn it AB CDAB CD AB CD A B C D Cross over t: t + 1 Quarter turn t: - 1 t
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Did you study mathematics beyond GCSE level? Did you take GCSE maths early? Did this influence you in any way? What did you enjoy about mathematics? What didn’t you like about mathematics? What mathematical experiences do you want your pupils to have? What are the key influences in offering such experiences? How are these related to examinations?
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It’s not what you do, It’s the way that you do it.
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9 www.nrich.maths.org For slides and more www.nrich.maths.org Search for: GDST 2006 jsp38@cam.ac.uk
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