Formal 3 – What is formal – finger countingto abstract conceptsAlan Dix
Slides for the Formal Methods in HCI unit of my 2013 online course on HCI
https://hcibook.com/hcicourse/2013/unit/09-formal
representations (diagrams, formulae, etc.):
* that can be analysed and manipulated separate from meaning * and which faithfully encapsulate significant aspects of meaning
representing things absent – a tale of 200 cockroaches
placeholders and abstractions
forcing you to think
The document discusses two initiatives that aimed to connect mathematics with Aboriginal culture:
1) A 2010 camp held by the Nerang Cluster that brought together Indigenous students, elders, and teachers for cultural and mathematics activities.
2) A 2012 "Big Day Out" hosted by the Healesville Cluster at Worawa Aboriginal College, where students participated in a day of integrated cultural and math activities led by elders and community members.
The initiatives sought to engage Aboriginal students in mathematics by showing connections to their culture and having elders and role models involved. They involved cultural awareness training and professional development for teachers.
Sydney Opera House is a state, national and World Heritage-listed item described by UNESCO as ‘a masterpiece of human creative genius’. What is lesser known is that in designing the Opera House, Jorn Utzon was inspired by nature. Building on this legacy, the Opera House has an Environmental Sustainability Plan that aims improve resource efficiency, protect the environment and engage and inspire others about sustainability.
The purpose of the session is to give real life case studies of mathematics applied to sustainability and the design of the Opera House that teachers could use to help inspire the next generation of young people to learn mathematics and science.
Presented by Naomi Martin, Manager, Environmental Sustainability Sydney Opera House.
This Connect with Maths Early Years Learning in Mathematics community webinar discusses the importance of talk as part of a quality mathematical learning environment for young children. Denise makes links to the Early Years Learning Framework and the Australian Curriculum and share some ideas for facilitating mathematical talk with young children.
Pulsars in the Classroom: Presenter Stephen Broderick
"Let's do real world mathematics" The "Pulsar" project is designed to engage students in scientific projects that will give them a positive attitude towards science and mathematics, and appreciation of how maths is applied in the real world.
PULSE@Parkes allows students to directly control Parkes radio telescope over the Internet and use it to do real science. It is the only program of its kind in the world.
Creating Mathematical Opportunities in the Early Years
Presenter, Dr Tracey Muir, for Connect with Maths Early Years Learning in Mathematics community
As teachers, we are constantly looking for ways in which we can provide students with mathematical opportunities to engage in purposeful and authentic learning experiences. On a daily basis we need to select teaching content and approaches that will stimulate our children through creating contexts that are meaningful and appropriate. This requires a level of knowledge that extends beyond content, to pedagogy and learning styles. As early childhood educators, we can also benefit from an understanding of how the foundational ideas in mathematics form the basis for key mathematical concepts that are developed throughout a child’s school.
In this webinar, Tracey will be discussing the incorporation of mathematical opportunities into our early childhood practices and considering the influence of different forms of teacher knowledge on enacting these opportunities.
Make it Count: Maths and Indigenous Learners presented by Caty Morris
Make It Count is for educators working with Aboriginal and Torres Strait Islander learners in mathematics education. It is a teaching and learning resource, and a professional learning tool. Make It Count is about a way of thinking – and a way of doing. http://mic.aamt.edu.au
Connect with Maths supporting the teaching of mathematics online
YuMi Deadly Maths is an educational program developed over 20 years for indigenous and low SES schools. It is based on the RAMR (Reality-Abstraction-Critical Reflection) teaching framework which uses a constructivist pedagogy cycle. The RAMR model begins with introducing mathematical ideas through local cultural knowledge and hands-on activities. It then develops representations of the ideas through physical, pictorial, and symbolic means to build student understanding. Students reflect on the ideas by applying them back to real-world problems and discussing their validity. The program has been shown to improve teacher and student attitudes towards math by emphasizing active and culturally relevant learning.
Formal 3 – What is formal – finger countingto abstract conceptsAlan Dix
Slides for the Formal Methods in HCI unit of my 2013 online course on HCI
https://hcibook.com/hcicourse/2013/unit/09-formal
representations (diagrams, formulae, etc.):
* that can be analysed and manipulated separate from meaning * and which faithfully encapsulate significant aspects of meaning
representing things absent – a tale of 200 cockroaches
placeholders and abstractions
forcing you to think
The document discusses two initiatives that aimed to connect mathematics with Aboriginal culture:
1) A 2010 camp held by the Nerang Cluster that brought together Indigenous students, elders, and teachers for cultural and mathematics activities.
2) A 2012 "Big Day Out" hosted by the Healesville Cluster at Worawa Aboriginal College, where students participated in a day of integrated cultural and math activities led by elders and community members.
The initiatives sought to engage Aboriginal students in mathematics by showing connections to their culture and having elders and role models involved. They involved cultural awareness training and professional development for teachers.
Sydney Opera House is a state, national and World Heritage-listed item described by UNESCO as ‘a masterpiece of human creative genius’. What is lesser known is that in designing the Opera House, Jorn Utzon was inspired by nature. Building on this legacy, the Opera House has an Environmental Sustainability Plan that aims improve resource efficiency, protect the environment and engage and inspire others about sustainability.
The purpose of the session is to give real life case studies of mathematics applied to sustainability and the design of the Opera House that teachers could use to help inspire the next generation of young people to learn mathematics and science.
Presented by Naomi Martin, Manager, Environmental Sustainability Sydney Opera House.
This Connect with Maths Early Years Learning in Mathematics community webinar discusses the importance of talk as part of a quality mathematical learning environment for young children. Denise makes links to the Early Years Learning Framework and the Australian Curriculum and share some ideas for facilitating mathematical talk with young children.
Pulsars in the Classroom: Presenter Stephen Broderick
"Let's do real world mathematics" The "Pulsar" project is designed to engage students in scientific projects that will give them a positive attitude towards science and mathematics, and appreciation of how maths is applied in the real world.
PULSE@Parkes allows students to directly control Parkes radio telescope over the Internet and use it to do real science. It is the only program of its kind in the world.
Creating Mathematical Opportunities in the Early Years
Presenter, Dr Tracey Muir, for Connect with Maths Early Years Learning in Mathematics community
As teachers, we are constantly looking for ways in which we can provide students with mathematical opportunities to engage in purposeful and authentic learning experiences. On a daily basis we need to select teaching content and approaches that will stimulate our children through creating contexts that are meaningful and appropriate. This requires a level of knowledge that extends beyond content, to pedagogy and learning styles. As early childhood educators, we can also benefit from an understanding of how the foundational ideas in mathematics form the basis for key mathematical concepts that are developed throughout a child’s school.
In this webinar, Tracey will be discussing the incorporation of mathematical opportunities into our early childhood practices and considering the influence of different forms of teacher knowledge on enacting these opportunities.
Make it Count: Maths and Indigenous Learners presented by Caty Morris
Make It Count is for educators working with Aboriginal and Torres Strait Islander learners in mathematics education. It is a teaching and learning resource, and a professional learning tool. Make It Count is about a way of thinking – and a way of doing. http://mic.aamt.edu.au
Connect with Maths supporting the teaching of mathematics online
YuMi Deadly Maths is an educational program developed over 20 years for indigenous and low SES schools. It is based on the RAMR (Reality-Abstraction-Critical Reflection) teaching framework which uses a constructivist pedagogy cycle. The RAMR model begins with introducing mathematical ideas through local cultural knowledge and hands-on activities. It then develops representations of the ideas through physical, pictorial, and symbolic means to build student understanding. Students reflect on the ideas by applying them back to real-world problems and discussing their validity. The program has been shown to improve teacher and student attitudes towards math by emphasizing active and culturally relevant learning.
Using Real Life Contexts in Mathematics Teaching is a conference presentation by Peter Galbraith for the Queensland Association of Mathematics Teachers in June 2013. It has now been generously shared with the Connect with Maths ~ Maths in Action~Applications and Modelling community as a resource.
Presentation for Parents as Educators ~ Mathematics in the Home is presented by Jennifer Bowden (Maths Education Consultant) Megan Gibbs (K4 year Kinder Teacher) and Bree Collins (Prep/Foundation Classroom Teacher) discuss and share ideas about the way parents can become more effective “educators” as they engage in mathematics through play, conversation and creativity.
This document summarizes research on using tablet technologies like iPads in early childhood education. It found that tablets can effectively support learning when integrated into curriculum in developmentally appropriate ways. Teachers need professional learning to incorporate tablets pedagogically using frameworks like SAMR. When used for play, investigations, and creating digital artifacts, tablets have potential to enhance learning outcomes in literacy, numeracy, and knowledge building. Effective uses depend on factors like the teacher's philosophy and leadership in providing practical guidance for learning with tablets.
This presentation, YuMi Deadly Maths, by Dr Grace Sarra and Robyn Anderson for the Connect with Maths Make it count with Indigenous Learners community is part of a webinar series.
AAMT~ supporting and promoting the teaching of mathematics
This document discusses implementing the Australian curriculum for number and algebra, specifically focusing on patterns. It provides an overview of the content and proficiency strands in the Australian curriculum. It then discusses how students can build understanding of mathematical concepts by making connections between ideas and representing concepts in different ways. The document gives examples of pattern activities for early years students, such as copying, continuing, and creating patterns. It also provides examples of pattern activities students could participate in, including those using counters, numbers, and shapes.
Connect with Maths Early Years Learning in Mathematics: Pattern, Number and Geometry presentation helps students to build knowledge and make connections between number and pattern in the early years
Connect with Maths Webinar presented by Professor Peter Sullivan: Six Principles of Effective Mathematics Teaching
There are many recommendations on how to teach mathematics but fewer about the teaching of mathematics’ classes with Indigenous students. This webinar will examine how six principles for effective mathematics teaching were adapted to advice for teachers of schools with high numbers of Indigenous students.
Connect with Maths: Early Learning in Mathematics webinar March 2014
Nicola Yelland, Research Professor at Victoria University in Melbourne, looks at the ways in which young children use new technologies. Nicola explains how we can help young children make sense of their experiences in multimodal formats.
Connect with Maths Early Years Learning in Mathematics Webinar series - Mathematical Thinking in the Early Years ( Part 2) Supporting children as mindful mathematicians presented by Louise Hodgson.
This presentation is focused on key mathematical processes - problem solving, reasoning and proof, communication and connections and habits of mind such as curiosity, imagination and persistence which together are as important as mathematical content in a high quality early childhood mathematics program. Practical strategies will be discussed to support young children to develop reasoning which is central to learning about mathematics.
Presentation used for professional learning workshop for Education Assistants and Aboriginal and Islander Education Officer run by Tracey Armstrong and Sharon Lee from the Make It Count Swan Cluster.
Presentation used for professional learning workshop for Education Assistants and Aboriginal and Islander Education Officer run by Tracey Armstrong and Sharon Lee from the Make It Count Swan Cluster.
This document provides an overview of the Make it Count Project from August 2011. It discusses improving teaching practice to enhance learning outcomes for Aboriginal and Torres Strait Islander students in mathematics. School representatives will give presentations on lessons learned and student work samples. The group will identify effective teaching themes and write an article. For 2012, the proposal is to set high expectations while providing support through data collection, extending the program within schools, and disseminating findings through publications and presentations.
The document summarizes the findings of a project using scaffolding pedagogy to improve mathematics outcomes for Aboriginal and Torres Strait Islander students from R-7. It involved:
1. Trialling sequenced math lessons, backwards planning, and developing teachers' content knowledge across 4 schools from 2011-2012.
2. Finding that a highly scaffolded approach improved students' math knowledge, skills, and confidence, especially for those who missed lessons or experienced trauma.
3. Implementing regular teacher observations and using an observation tool to strengthen pedagogy and ensure sustainability.
The document summarizes a project at Nerang State School aimed at improving math outcomes for indigenous and non-indigenous students through problem-based teaching. Teachers participated in professional development using the Back To Front Math (B2FM) resource and completed action learning cycles. Student performance was assessed before and after the cycles. While results varied, long-term implementation is needed to fully realize benefits. Recommendations include establishing an encouraging classroom, using good questioning techniques, identifying misconceptions, and developing independent problem-based lessons after the B2FM subscription ends.
The document describes two initiatives aimed at connecting Aboriginal mathematics and culture. The Nerang Cluster held a multi-day camp in 2010 that integrated cultural activities like dance and gunyah building with math concepts. In 2012, with support from Dr. Chris Matthews, the Healesville Cluster ran a "Big Day Out" where students participated in cultural activities and saw their relationship to mathematics. Both projects aimed to engage Aboriginal students and build relationships between communities and schools.
This document outlines initiatives undertaken from 2009-2012 by a cluster of schools to improve indigenous students' math skills. It established an indigenous education officer role and provided cultural training for teachers. Schools held math camps for indigenous students and projects where curriculum leaders mentored teachers. Assessment data showed most students improved their understanding of math concepts after participating in the initiatives.
Provides background and context for the Make It Count project and how the key school and the Cluster set about to improve maths outcomes of their Aboriginal and Torres Strait Islander students.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
More Related Content
More from The Australian Association of Mathematics Teachers (AAMT) Inc.
Using Real Life Contexts in Mathematics Teaching is a conference presentation by Peter Galbraith for the Queensland Association of Mathematics Teachers in June 2013. It has now been generously shared with the Connect with Maths ~ Maths in Action~Applications and Modelling community as a resource.
Presentation for Parents as Educators ~ Mathematics in the Home is presented by Jennifer Bowden (Maths Education Consultant) Megan Gibbs (K4 year Kinder Teacher) and Bree Collins (Prep/Foundation Classroom Teacher) discuss and share ideas about the way parents can become more effective “educators” as they engage in mathematics through play, conversation and creativity.
This document summarizes research on using tablet technologies like iPads in early childhood education. It found that tablets can effectively support learning when integrated into curriculum in developmentally appropriate ways. Teachers need professional learning to incorporate tablets pedagogically using frameworks like SAMR. When used for play, investigations, and creating digital artifacts, tablets have potential to enhance learning outcomes in literacy, numeracy, and knowledge building. Effective uses depend on factors like the teacher's philosophy and leadership in providing practical guidance for learning with tablets.
This presentation, YuMi Deadly Maths, by Dr Grace Sarra and Robyn Anderson for the Connect with Maths Make it count with Indigenous Learners community is part of a webinar series.
AAMT~ supporting and promoting the teaching of mathematics
This document discusses implementing the Australian curriculum for number and algebra, specifically focusing on patterns. It provides an overview of the content and proficiency strands in the Australian curriculum. It then discusses how students can build understanding of mathematical concepts by making connections between ideas and representing concepts in different ways. The document gives examples of pattern activities for early years students, such as copying, continuing, and creating patterns. It also provides examples of pattern activities students could participate in, including those using counters, numbers, and shapes.
Connect with Maths Early Years Learning in Mathematics: Pattern, Number and Geometry presentation helps students to build knowledge and make connections between number and pattern in the early years
Connect with Maths Webinar presented by Professor Peter Sullivan: Six Principles of Effective Mathematics Teaching
There are many recommendations on how to teach mathematics but fewer about the teaching of mathematics’ classes with Indigenous students. This webinar will examine how six principles for effective mathematics teaching were adapted to advice for teachers of schools with high numbers of Indigenous students.
Connect with Maths: Early Learning in Mathematics webinar March 2014
Nicola Yelland, Research Professor at Victoria University in Melbourne, looks at the ways in which young children use new technologies. Nicola explains how we can help young children make sense of their experiences in multimodal formats.
Connect with Maths Early Years Learning in Mathematics Webinar series - Mathematical Thinking in the Early Years ( Part 2) Supporting children as mindful mathematicians presented by Louise Hodgson.
This presentation is focused on key mathematical processes - problem solving, reasoning and proof, communication and connections and habits of mind such as curiosity, imagination and persistence which together are as important as mathematical content in a high quality early childhood mathematics program. Practical strategies will be discussed to support young children to develop reasoning which is central to learning about mathematics.
Presentation used for professional learning workshop for Education Assistants and Aboriginal and Islander Education Officer run by Tracey Armstrong and Sharon Lee from the Make It Count Swan Cluster.
Presentation used for professional learning workshop for Education Assistants and Aboriginal and Islander Education Officer run by Tracey Armstrong and Sharon Lee from the Make It Count Swan Cluster.
This document provides an overview of the Make it Count Project from August 2011. It discusses improving teaching practice to enhance learning outcomes for Aboriginal and Torres Strait Islander students in mathematics. School representatives will give presentations on lessons learned and student work samples. The group will identify effective teaching themes and write an article. For 2012, the proposal is to set high expectations while providing support through data collection, extending the program within schools, and disseminating findings through publications and presentations.
The document summarizes the findings of a project using scaffolding pedagogy to improve mathematics outcomes for Aboriginal and Torres Strait Islander students from R-7. It involved:
1. Trialling sequenced math lessons, backwards planning, and developing teachers' content knowledge across 4 schools from 2011-2012.
2. Finding that a highly scaffolded approach improved students' math knowledge, skills, and confidence, especially for those who missed lessons or experienced trauma.
3. Implementing regular teacher observations and using an observation tool to strengthen pedagogy and ensure sustainability.
The document summarizes a project at Nerang State School aimed at improving math outcomes for indigenous and non-indigenous students through problem-based teaching. Teachers participated in professional development using the Back To Front Math (B2FM) resource and completed action learning cycles. Student performance was assessed before and after the cycles. While results varied, long-term implementation is needed to fully realize benefits. Recommendations include establishing an encouraging classroom, using good questioning techniques, identifying misconceptions, and developing independent problem-based lessons after the B2FM subscription ends.
The document describes two initiatives aimed at connecting Aboriginal mathematics and culture. The Nerang Cluster held a multi-day camp in 2010 that integrated cultural activities like dance and gunyah building with math concepts. In 2012, with support from Dr. Chris Matthews, the Healesville Cluster ran a "Big Day Out" where students participated in cultural activities and saw their relationship to mathematics. Both projects aimed to engage Aboriginal students and build relationships between communities and schools.
This document outlines initiatives undertaken from 2009-2012 by a cluster of schools to improve indigenous students' math skills. It established an indigenous education officer role and provided cultural training for teachers. Schools held math camps for indigenous students and projects where curriculum leaders mentored teachers. Assessment data showed most students improved their understanding of math concepts after participating in the initiatives.
Provides background and context for the Make It Count project and how the key school and the Cluster set about to improve maths outcomes of their Aboriginal and Torres Strait Islander students.
More from The Australian Association of Mathematics Teachers (AAMT) Inc. (20)
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
6. maths in worawa
1. Look around Worawa for maths!
2. Decide on 2 examples of Worawa maths!
3. Take a photo of each example!
4. Come back to the maths room & create
a story about the maths