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Mmtp Cf Reflection
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Transcript of Mmtp Cf Reflection
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Curved fold The Royal Institution of Great Britain MathematicsMasterclasses www.rigb.org
19 August 2010
Teacher preparation - reflection pre- and post-activity
Curved fold
What are the learning and consolidation opportunities in this paper-folding
activity?
Consider other ideas besides the perpendicular bisector construction.
In your opinion what are the benefits of exposing pupils to a practical
illustration of the meaning of algebraic formulations (for example, the
meaning of the equation of a parabola and the graphical interpretation of
parameters such as the distance between the focus and the vertex, etc).
How can this topic be used to help introduce or motivate with respect to
other mathematical topics and skills?Ideas for the activity and the worksheet were taken from the book Project Origami by Thomas Hull.
Further questions? [email protected].
http://www.rigb.org/mailto:[email protected]:[email protected]:[email protected]:[email protected]://www.rigb.org/ -
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Curved fold The Royal Institution of Great Britain MathematicsMasterclasses www.rigb.org
19 August 2010
How would the learners benefit from this approach?
What are your expectations of the learners manual abilities? What are yourexpectations of the learners ability to link practical tasks to mathematical
ones?
How would you implement this activity in the classroom? You may want to
take into account the following points:
Ideas for the activity and the worksheet were taken from the book Project Origami by Thomas Hull.Further questions? Contact [email protected].
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Curved fold The Royal Institution of Great Britain MathematicsMasterclasses www.rigb.org
19 August 2010
(before the lesson)
Which competences does it address?
What is the point of it?
Did you feel challenged as a teacher? What are the benefits of goingthrough a learning experience as a teacher?
How can you adapt the activity to different year groups? What are the possible pitfalls? What do you say when a pupil says that this is not mathematics?
(e.g. Miss/Sir, paper folding is not mathematics. Why are we doingthis?)
What are the benefits of such an activity for: Yr7 pupils; GCSEpupils; sixth formers?
How can you address differentiation of pupils? (one way is usingpupils that picked it up more quickly as helpers)
What is the value of working in groups for pupils?
What is the value of working in a team with other teachers to
develop activities? What have you learnt as a teacher preparing this activity?
What mathematics have you learnt in preparing this activity?
(after the lesson)
What are your thoughts on using the style of this session as yourteaching style?
What have you learnt today as a teacher? Did you feel challenged as a teacher? What are the benefits of
moving outside our comfort zone? What are the potential pitfalls of these activities? How did you
overcome these possible problems?
What have you discovered about your pupils manual abilities?
If you have suggestions that could make this resource pack more accessible
to other teachers, please get in touch on [email protected]. We hope you have
enjoyed the experience!
Sara Santos
Ideas for the activity and the worksheet were taken from the book Project Origami by Thomas Hull.Further questions? Contact [email protected].
mailto:[email protected]:[email protected]
