The 2020 curriculum focuses on developing logical and procedural fluency through reasoning and situational based questions compared to the 2006 curriculum which focused on conceptual understanding and real life applications. Some key differences include introducing new concepts through warm-up activities and using math labs rather than real-life situations, assessing students through portfolios and project-based work rather than just pen and paper tests, and incorporating ICT like GeoGebra. Both curricula aim to develop conceptual understanding, but the 2020 version emphasizes linking past experiences and deriving formulas independently through activities while the 2006 version focused more on memorizing formulas through worksheets.
"What the hell am I doing?" Experiences in the high school mathematics classroomDann Mallet
Slides from a talk I presented to the QUT School of Mathematical Sciences discussing my year as a Graduate Diploma of Education student and teaching in high school maths classes.
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
This short course is part of a module participants for Specialist Certificate in Mathematics Teaching (Primary) is offering. This module focuses on whole numbers and using everyday things to teach.
"What the hell am I doing?" Experiences in the high school mathematics classroomDann Mallet
Slides from a talk I presented to the QUT School of Mathematical Sciences discussing my year as a Graduate Diploma of Education student and teaching in high school maths classes.
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
This short course is part of a module participants for Specialist Certificate in Mathematics Teaching (Primary) is offering. This module focuses on whole numbers and using everyday things to teach.
The workshop will provide middle level mathematics teachers with ideas for engaging students in the understanding of math concepts and the creative aspects of mathematics topics in the 6-8 curriculum. The workshop will be hands-on and based upon a constructivist approach to learning and teaching. Handouts will be provided.
Presenter(s): Shirley Disseler
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.
Principal’s Guide to Supporting Transition and Implementation of the CCSS in ...DreamBox Learning
As an elementary school administrator, you are tasked with supporting the transition to the Common Core State Standards (CCSS). Though it’s a challenge, it also is a tremendous opportunity. The instructional seeds planted and nurtured at the elementary school level become the mathematical foundation of the college and career readiness intent of the Common Core State Standards.
Join Dr. Francis “Skip” Fennell for a lively presentation with open Q&A around the latest thinking on the CCSS and implementation. Skip helps you determine what is most important for student learning as well as how you can best support your teachers and classrooms during this transition. His overview session covers leadership priorities, knowing and understanding the standards, action items for successful implementation, along with next steps and key takeaways.
This talk "You don't want to do it like this, you want to do it like that: seven lessons about PedR methodology (that I learnt the hard way)" was given at the East Midlands CETL network meeting on the ABC of Pedagogy in January 2007. It has recently been added to SlideShare because (a) this is a better format than the site where it was available before and (b) that site has gone offline!
The workshop will provide middle level mathematics teachers with ideas for engaging students in the understanding of math concepts and the creative aspects of mathematics topics in the 6-8 curriculum. The workshop will be hands-on and based upon a constructivist approach to learning and teaching. Handouts will be provided.
Presenter(s): Shirley Disseler
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.
Principal’s Guide to Supporting Transition and Implementation of the CCSS in ...DreamBox Learning
As an elementary school administrator, you are tasked with supporting the transition to the Common Core State Standards (CCSS). Though it’s a challenge, it also is a tremendous opportunity. The instructional seeds planted and nurtured at the elementary school level become the mathematical foundation of the college and career readiness intent of the Common Core State Standards.
Join Dr. Francis “Skip” Fennell for a lively presentation with open Q&A around the latest thinking on the CCSS and implementation. Skip helps you determine what is most important for student learning as well as how you can best support your teachers and classrooms during this transition. His overview session covers leadership priorities, knowing and understanding the standards, action items for successful implementation, along with next steps and key takeaways.
This talk "You don't want to do it like this, you want to do it like that: seven lessons about PedR methodology (that I learnt the hard way)" was given at the East Midlands CETL network meeting on the ABC of Pedagogy in January 2007. It has recently been added to SlideShare because (a) this is a better format than the site where it was available before and (b) that site has gone offline!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2. Difference Between 2006 and 2020 Curriculum
In 2006
1. Conceptual Understanding.
2. Real life base questions/
(Application Base Question(s))
3. Introduction of new concept by
Real life situation / relevance /
phenomena.
4. NO ICT
In 2020
1. Think in a Logical Manner /
Procedural fluency.
2. Reasoning/situational base
questions are introduced.
(Reason Base Question(s))
3. Introduction by Warm up
activity using math lab (Prior
Experience).
4. Add ICT CORNER
3. 1. Conceptual Understanding VS Logical
Manner (Procedural fluency(Knowledge))
• Knowing isolated facts and
methods.
• Conceptual Knowledge CANNOT be
learned by rote.
• Concept and procedures are
develop by Simultaneous Action
(Practices / Worksheets)
• Given Mixed Information and used
required facts and methods.
• Knowledge of Rules, algorithms
(Formula), and procedures.
• Concept and Procedures are
develop by Pre-Existing Ideas (pre -
conceptions) Relate / linking Past
Experience with rules.
4. Example
• Formula given by teacher and
strength by worksheets.
Examples
• Pattern Making of tiles.
• Teacher give worksheet
• Past Experience : Relate / Link it
with MATHEMATICS and derived
mathematical formula.
• Math Lab
• Students develop formula by
him/herself teacher guide/directed
him/her.
Examples
• Pattern Making of tiles.
• Student make it by themselves
teacher only guide.
5. 2. Real life base questions Vs Situational base questions
Topic : Least Common Multiple (LCM)
• Saad and Hamza want to cut
pieces of rope 24 and 28 cm long
each. Find the shortest possible
length of rope which can be
divided in the required measure
between the both.
• Real life Base Question
• Ali wants to buy Laddus and Berfi
to serve at her sister's birthday
party. Laddus come in packets of
4 and Berfi come in packets of 6.
Ali has to buy these packets so
that there are the same number
of Laddus and Berfi to serve at
the party. How will Ali tackle this
situation?
• Situational Base Question
6. 3. Introduction of topic by Phenomena base Vs
Warm up activity
• We can arrange 1, 2, 3, 4, 5, 6 in
different pattern
Example:
i. 6, 5, 4, 3, 2,1
ii. 1, 3, 5, 2, 4, 6
iii. 1, 2, 3, 6, 5, 4 etc.
• Teacher demonstrate on black
board
• Warp up activity
• Arrangement of 1 , 2 , 3 , 4 , 5 , 6
(Pattern)
• Students Makes these pattern.
7. 4. ICT Corner
• No Work • https://www.geogebra.org/m/Ex
u3mtz5
• Web games
8. Assessment
• Design / Draft Concept(s)
• Paper / Pen base assessment
from class 1 to class 7
• Class Performance.
• Design / Draft of Checklist of
idea.
• Portfolio /Project base
Assessment class 1 to class 7
• Performance in Lab Activity
9. Port polio Questions
• A small boy went to a town to sell a basket of wood apples. On the
way, some robbers grabbed the fruits from him and ate them. The
small boy went to the King and complained. The King asked him,
“How many wood apples did you bring?”. The boy replied, “Your
Majesty! I didn’t know, but I knew that if you divided my fruits into
groups of 2, one fruit would be left in the basket”. He continued
saying that if the fruits were divided into groups of 3, 4, 5 and 6, the
fruits left in the basket would be 2, 3, 4 and 5 respectively. Also, if the
fruits were divided into groups of 7, no fruit would be there in the
basket. Can you find the number of fruits, the small boy had initially?
(This problem is taken from the famous Mathematics problems
collection book under the heading of “Wood Apple Problem”)
11. Mathematics teachers are therefore
expected to:
• shift from dispensing information to plan investigative
tasks.
• create cooperative and collaborative learning
environment.
• design assessment tasks.
• draw valid inference about students.
• use digital mean to increase information .