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As we make plans for how we will engage our students in their learning the decisions we make become fundamental to how they will grow to understand the purposes of learning. How our learners approach the curriculum and the disciplines is fundamental to the outcomes we may achieve for them. One path will set them up to view learning as the acquisition of information the other to see it as a process of asking and exploring questions of significance through the many unique lenses.

FYI - I haven't had a chance to listen to one of these podcasts yet, but didn't want to pass on sharing it since it could be a viable resource.

There are categories of lessons that cover a variety of disciplines.

Huge list of activities categorized by discipline and most are marked as IWB activities.

The shift away from teaching for the rote memorisation of prescribed methods requires teachers to rethink their approach to the discipline. With this new pedagogy comes a need to understand the processes of mathematical thinking in ways not previously required. When we require our students to be able to reason and problem-solve through unique challenges we also require our teachers to have an understanding of the mathematical moves that their learners are likely to call upon.

Our beliefs about mathematics play a significant role in how we approach learning within the discipline. These beliefs are established by the nature of our early engagement with mathematics and are difficult to change once established. For many people mathematics is viewed as a subject that is not for them. Indeed the situation is so bad that many people will say that they are not a maths person and approach mathematics with fear and anxiety.