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Track C: Maths Support
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Track C: Maths Support

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Transcript

  • 1. Learn maths or Die!
    The role of computer games in HE maths instruction
    Julie Kevill and Hayo Reinders (LDU)
  • 2. Identifying language support needs
    Implementing support structures
    Alternative support
    The social turn
    (Lea and Nicoll 2002)
  • 3. The social turn
    (Lea and Nicoll 2002)
  • 4. Agency
    The socioculturally mediated capacity to act (Ahearn, 2001, p. 112)
  • 5. Identifying language support needs
    Implementing support structures
    Alternative support
    ‘Just remember this acronym- DOCSiShQACNMN – to make it easy for you to remember the order of adjectives in a series.’
  • 6.
  • 7.
  • 8.
  • 9.
  • 10. Why Maths?
    http://www.niace.org.uk/news/new-approach-to-adult-numeracy-crucial
    We have a huge numeracy problem in this country. We see having poor numeracy skills - being bad at Maths - as a badge of honour...This Inquiry into adult numeracy is a response to the urgency of the current situation.
    Carol Taylor, Director of Operations at NIACE
  • 11. What Could Possibly Go Wrong?
  • 12. What could possibly go wrong?
    Author Dame Mary Marsh writes in the NIACE report's introduction: "As a country we have long recognised that we have a problem with numbers.
    "Poor numeracy skills have a devastating effect on many people's lives."
    People who reach adulthood with poor numeracy skills are more than twice as likely to be unemployed, far less likely to receive work-related training, get a promotion or receive a wage increase, the report said.
  • 13. How do we rate our number skills?
  • 14. Static Resources v Gaming?
  • 15. Why Mangahigh?
    It’s free
    It is easy to set up
    It is interactive and fun
    It has a huge database of quizzes
    It has a large selection of games and challenges at differentiated levels
    Immediate feedback to students
    Results and achievement and can be monitored easily and further challenges can be set
  • 16. While playing, ask yourself…
    What opportunities for feedback does the game provide?
    What opportunities for learning are there?
    What is the level like?
    How was your experience of playing the maths game?
  • 17. Questions while playing the game
  • 18.
  • 19. www.mangahigh.comwww.innovationinteaching.orgj.kevill@mdx.ac.uk and h.reinders@mdx.ac.uk

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