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"Maths is like ice cream, with more flavours than you can imagine - and if all your children ever do is textbook maths, that's like feeding them broccoli- flavoured ice cream." - Denise Gaskins
It's difficult to complete everything in the year and then still make time for productive revision. Sigh. That sounds like more work.
With roughly 2 weeks to exams, how do we use this time productively? Well, I have a couple ideas.
Box-and-Whisker-Plots are easy to teach to draw, but they can be difficult to draw conclusions from. It's important to do lots of practice in class, especially when talking about how the data is skewed.
That being said, Robyn and I did not talk about anything ground breaking. We spoke about how to teach the different sections and suggested tools and explanations to use.
This kind of analysis can be done on every exam. Leigh showed us how she wrote comments on the exam paper and collected the learners individual results for each question. This allows her to do directed feedback and remediation.
He arrived with a list of articles and a lot of interesting slides. I was a little worried that we wouldn't get through it all, but we did!
In the preparation conversations, Dylan kept emphasizing the importance of developing key skills. These are reason, generalise, conjecture, investigate, justify, prove and explain. All of these skills help with developing sound arguments, whether in Maths or other subjects, or even in future life.
How did she manage that? Well, the Maths department at her school chose to teach every Friday afternoon and covered the smaller sections in those afternoons. As a result, they still taught each section in the recommended number of hours, but they created more teaching time for themselves. I didn't think to ask if she got paid extra to do this. It is a fantastic idea.
Robyn gave us unusual examples to use in class. Most of them did not make use of cards, dice or coins. (I can hear your sigh of relief from here!) We're all so bored with those examples. At the end of the day, probability is about far more than gambling. Ask any Maths Lit teacher and they'll tell you about the contexts they use.
Tamlyn did a great example which compared the three nations who competed in the Super 15. The teams total point were added and three box-and-whisker plots were drawn. It was really interesting to see what conclusions we could draw from the diagram.
We started by pointing out that both statistics and probability have two weeks allocated to them, which is the same length of time dedicated to Euclidean Geometry. It blows my mind that Euclidean Geometry is worth up to 53 marks, and statistics and probability are worth a combined total of up to 41 marks. The ratio of time versus marks just makes no sense.