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Mediating web based rich tasks

Mediating web based rich tasks. Jenny Piggott Charlie Gilderdale Liz Woodham. Outline. Starting point Mediating activities Problem solvers Teachers Reflecting on progress. Starting Point. The site – aims and content Using the site – the site overhead

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Mediating web based rich tasks

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  1. Mediating web based rich tasks Jenny Piggott Charlie Gilderdale Liz Woodham

  2. Outline • Starting point • Mediating activities • Problem solvers • Teachers • Reflecting on progress

  3. Starting Point • The site – aims and content • Using the site – the site overhead • Changes in the National Curriculum • Reducing the overhead – mediation tools and issues

  4. The nature of Problems “A problem is not inherent in a task but depends on the individual.” Page 74 Schoenfeld (1985) “A problem exists when you have a goal but do not know how to reach it … Problem solving occurs when a solver determines how to solve a problem.” Mayer (1992) “more important than specific mathematical results are the habits of mind used by people who create those results” Cuoco, Goldenberg et al. Page 375 (1996) “students should leave whistling the problems” Resnick cited in Larson Page 32 (1994)

  5. A View of Enrichment • Contextualised within problem solving and mathematical thinking • Teaching as valuing difference and respecting individuals • Involves developing communities of practice within classroom settings

  6. What would help you? • We will look at two or three resources from the site and discuss elements of mediation – for solvers and teachers: • What is the potential of the problem? • What would help to highlight the potential of the problem without compromising its potential? • What would help teachers to develop a classroom culture implicit in out view of enrichment?

  7. Foci for Discussion Dozens Odds and Evens Factors and Multiples Playing Connect Three

  8. Mediating activities • For problem solvers • Hints • Solutions • Discussion boards • Video introductions – Multiplying with Lines Twisting and Turning • For teachers • Labelling by stage • Maths Finder – Tagging • Mapping documents – to content to process • Teachers notes • Pedagogic videos • Other links (mathemapedia)

  9. Measuring Impact • Problem solvers • Discussion boards (Teachers board) • Teachers’ meetings, conferences and workshops • Advisory group • Online questionnaires • Site statistics – where users go (Google analytics) • For example they use the stages to enter – users do not use notes – big issue. • NRICH Fellows • Small development projects e.g. Haringey, Teachers in Wales

  10. Working together • Direct Feedback • Finding networks willing to work on materials and evaluate the level of support • Developing case studies • Collaborative projects to investigate impact

  11. Contacts • Jennifer Piggott jsp38@cam.ac.uk • Charlie Gilderdale cfg21@cam.ac.uk • Liz Woodham emp1001@cam.ac.uk • General nrich@damtp.cam.ac.uk

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