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When you hear or see the word ‘maths’ what do you think? It’s more likely to bring about an actual feeling than a thought for most of us. Maybe you feel excited, interested and challenged when you hear this word? … Continue reading
Is there a better way to engage children’s interest than getting them outside interacting with nature?
This month the wonderful ‘Woodland Trust’ are offering every school a chance to receive a pack of seeds (delivered in March) to plant trees in celebration of the Queen’s Diamond Jubilee later this year. Simply visit the Woodland Trust ‘Nature Detectives’ website or click on the link below to find out more:
http://www.naturedetectives.org.uk/schools/diamond_jubilee_resources.htm
Also available are a number of high quality free teaching resources including videos, activities and fascinating facts for use in the classroom including the BBC active iposter and the Woodland iposter
Using natural studies as a starting point for engaging, rich mathematics is a truly ‘win win’ combination. Children working outside in their local environment, talking, collaborating and using and applying their key skills in both mathematics and literacy, can only serve to raise standards across the board.
So why not sit down as a staff and identify how planting trees (and other seeds) could be used to teach key mathematics in a way that every learner sees the purpose of their learning and the need to develop and extend their skills?
Don’t be constrained by the planning ‘Blocks and Units’ of the strategy, but instead take ownership of your maths curriculum and focus upon making connections between areas of maths, building skills and using and applying existing knowledge. It won’t surprise anyone to hear that ensuring coverage is not difficult when your learners are immersed in authentic mathematical learning that knows no boundaries.
So go ahead and research which months to plant, monitor growth rates, explore seed arrangements (arrays), calculate average tree heights, estimate the area available for planting, measure the depth the seeds need to be planted, find the difference in height of seeds…….securing relevant, engaging learning in maths for everyone!
I’m on a life-long quest to show children (and teachers) the application of maths in their everyday lives. What better reason is there to learn new skills and reach deep into your ‘mathematical toolbox’ than a topic that everyone is talking about?
In two weeks time it is Remembrance Day in the UK. The day that back in 1918, on the 11th hour of the 11th day on the 11th month, World War 1 finally came to an end. Whilst I was growing up, this day focused upon the important memory of the huge numbers who fought and in WWI and WWII and although this continues to play a very significant role, we now also remember those who are fighting today. A subject that touches many of our children’s lives.
Dealing with war and remembrance requires great understanding and sensitivity and this is an ideal opportunity to link areas such as PSHE with Maths (as well as subjects such as Geography and History). Bringing maths to life is not primarily concerned with making maths ‘fun’ but instead showing children how maths skills help them make sense of their world.
So how about trying out a few of the following ideas with your children? The links with history and geography in particular offer ample opportunity for collaborative tasks and rich mathematical discussion.
On each occasion ask the children to discuss the maths skills they think they will need before the task and the reflect upon the skills they used afterwards:
Fund raising with poppies:
By sharing articles, videos and stories with the children, they could begin to contribute their own ideas and make suggestions that could take the learning further if you wish. Perhaps select one or two ideas as starting points or be brave and abandon your planning altogether and see what wonderful opportunities are born from such a ‘talk and thought- worthy’ context!
Carol Vorderman’s report for the government on maths teaching was published this week: ‘A World Class Mathematics Education for All’.
Interesting observations have been made about need to improve primary teachers’ subject knowledge and confidence in maths; a view widely shared within the profession. Is there a need to question why so many teachers feel this way about maths and make sure we don’t subject another generation to experiences which bring about similar results?
The report also looks at the importance of making maths ‘real and relevant’ so that children leave school being able to successfully apply their skills in their work and home lives. The report suggests that this is necessary for our lowest attainers. Surely meaningful application is not only the main point of maths for most people but also a reason to engage and enjoy the subject?
So let’s look forward optimistically to reforms that support primary teachers in developing their skills as effective maths teachers and offer a curriculum that is relevant and meaningful; engaging every learner at every level. Hurrah!
Click here to read whole report.
