the road less travelled
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The Road Less Travelled. Jennifer Piggott [email protected] TWO roads diverged in a yellow wood, And sorry I could not travel both And be one traveller, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair,

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Presentation Transcript
slide2
TWO roads diverged in a yellow wood,

And sorry I could not travel both

And be one traveller, long I stood

And looked down one as far as I could

To where it bent in the undergrowth;

Then took the other, as just as fair,

And having perhaps the better claim,

Because it was grassy and wanted wear;

Though as for that the passing there

Had worn them really about the same,

And both that morning equally lay

In leaves no step had trodden black.

Oh, I kept the first for another day!

Yet knowing how way leads on to way,

I doubted if I should ever come back.

I shall be telling this with a sigh

Somewhere ages and ages hence:

Two roads diverged in a wood, and I—

I took the one less travelled by,

And that has made all the difference.

By Robert Frost

mathematics and personal learning and thinking skills
Mathematics and Personal learning and Thinking Skills
  • Independent Enquirers
  • Creative Thinkers
  • Team Workers
  • Self-managers
  • Effective participators
  • Reflective learners
nc key concepts
NC - Key Concepts

Competence

Creativity

Applications and implications of mathematics

Critical understanding

nc key processes
NC - Key Processes

2.1 Representing

2.2 Analysing

Use mathematical reasoning

Use appropriate mathematical procedures

2.3 Interpreting and evaluating

2.4 Communicating and reflecting

problem solving
Problem solving
  • Understanding the Problem
    • What is known?
    • What is given?
    • What do I need to find?
  • Devising the Plan
    • Have I seen something like this before?
    • What mathematical approaches might be helpful?
  • Carrying out the Plan
    • Check each step
    • Estimate and assess – does this look right?
  • Look Back
    • Check the result
    • Could I use this idea somewhere else?
  • Communicate
    • Share your findings and consider what others have done
    • Could I have got there another way?
    • Would I do something like this differently next time?
nrich website
NRICH Website
  • Mapping documents

http://nrich.maths.org/public/viewer.php?obj_id=5665

Content and process mapping documents

  • Teachers’ menu

http://nrich.maths.org/public/viewer.php?obj_id=6318

  • Problems with teachers’ notes
  • Student solutions
  • Case studies

Teachers using NRICH, for example:

http://nrich.maths.org/public/viewer.php?obj_id=6388

  • CPD

http://nrich.maths.org/public/viewer.php?obj_id=2695

embedding plts
Embedding PLTS
  • Identify questions to answer and problems to solver, planning and carrying out research
  • Generating ideas and constructing mathematical models, exploring and varying values
  • Discussing and writing up findings
  • Reflecting and communicating using appropriate representations
  • Organising time and resources and prioritising
  • Comparing other people’s methods and approaches with their own
  • Planning and preparing ways forward, breaking problems down
some problems
Some problems
  • Seven squares

http://nrich.maths.org/public/viewer.php?obj_id=2290

  • Stringy quads

http://nrich.maths.org/public/viewer.php?obj_id=2913

  • Hundred square

http://nrich.maths.org/public/viewer.php?obj_id=2397

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