Track C: Maths Support

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Track C: Maths Support

  1. 1. Learn maths or Die!<br />The role of computer games in HE maths instruction<br />Julie Kevill and Hayo Reinders (LDU)<br />
  2. 2. Identifying language support needs<br />Implementing support structures <br />Alternative support <br />The social turn<br />(Lea and Nicoll 2002)<br />
  3. 3. The social turn<br />(Lea and Nicoll 2002)<br />
  4. 4. Agency<br />The socioculturally mediated capacity to act (Ahearn, 2001, p. 112)<br />
  5. 5. Identifying language support needs<br />Implementing support structures <br />Alternative support <br />‘Just remember this acronym- DOCSiShQACNMN – to make it easy for you to remember the order of adjectives in a series.’ <br />
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  10. 10. Why Maths?<br />http://www.niace.org.uk/news/new-approach-to-adult-numeracy-crucial<br />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. <br />Carol Taylor, Director of Operations at NIACE<br />
  11. 11. What Could Possibly Go Wrong?<br />
  12. 12. What could possibly go wrong?<br />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. <br />"Poor numeracy skills have a devastating effect on many people's lives."<br />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.<br />
  13. 13. How do we rate our number skills?<br />
  14. 14. Static Resources v Gaming?<br />
  15. 15. Why Mangahigh?<br />It’s free<br />It is easy to set up<br />It is interactive and fun<br />It has a huge database of quizzes<br />It has a large selection of games and challenges at differentiated levels<br />Immediate feedback to students<br />Results and achievement and can be monitored easily and further challenges can be set<br />
  16. 16. While playing, ask yourself…<br />What opportunities for feedback does the game provide? <br />What opportunities for learning are there? <br />What is the level like? <br />How was your experience of playing the maths game? <br />
  17. 17. Questions while playing the game <br />
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  19. 19. www.mangahigh.comwww.innovationinteaching.orgj.kevill@mdx.ac.uk and h.reinders@mdx.ac.uk<br />

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