Group items tagged ME830 - OUME830

shared by Ben Winter on 21 Feb 12 - No Cached

shared by Ben Winter on 17 Feb 12 - No Cached

Describe your own work on two of the mathematics tasks in Units 1, 2 and 3
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one mathematics task from the OU day schools
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an account of what you did
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how you worked with your pupils on two of the tasks you described in Question 1
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your reflection on your own role as a learner
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description of the mathematics and mathematical connections
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specialising and generalising
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what the pupils said they were learning
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how they said they felt about the activity
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a comparison with your response to the tasks
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pupils’ own words or extracts from their written work in an appendix.
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shared by Ben Winter on 17 Feb 12 - No Cached

shared by Ben Winter on 01 Oct 11 - No Cached

shared by Ben Winter on 19 Mar 12 - No Cached

- Ben Winter on 19 Mar 12
  
  Meaningful Purpose is very important for me. My best learning is driven by a need to know something
  
  <div class="cArrow"> </div><div class="cContentInner">Meaningful Purpose is very important for me. My best learning is driven by a need to know something</div>
  
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As you work through Section 1 of this unit, think about your own motivation when doing the mathematical and ICT tasks. Are the things that engage or disengage you the same as, or different from, those of particular pupils you work with?
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Task 4.2 Motivation
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...1 more annotation...
- Ben Winter on 19 Mar 12
  
  Children have a really keen sense of being the first, and getting it right. It takes considerable time for most children to develop a sense of satisfaction for learning. I can understand this as it may be thay they are being asked to do something, without being given a purpose...just what motivates me.
  
  <div class="cArrow"> </div><div class="cContentInner">Children have a really keen sense of being the first, and getting it right. It takes considerable time for most children to develop a sense of satisfaction for learning. I can understand this as it may be thay they are being asked to do something, without being given a purpose...just what motivates me.</div>
  
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shared by Ben Winter on 19 Mar 12 - No Cached

Task 4.4 Number gridLook at the grid shown in Figure 4.1.Figure 4.1 A number gridHow might you interpret the following symbolic instructions? Reveal discussionDiscussionEach arrow represents a single step in the direction it is pointing. So the example above would trace the path 74 ↓ 84 ↓ 94 → 95. Now consider the questions and tasks below.Design some other routes on a number grid that start at 74 and end at 95.Is there any possible meaning for the following? What would you expect as an answer to the following?Finally, what are the connections between the starting point of this activity and 74 + 21?Work with your class to explore some arrow stories of this kind on a number grid. Note down anything that surprises the pupils. Did any of them use negative numbers? Reveal discussion
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shared by Ben Winter on 19 Jan 12 - No Cached

You may want to use your work on the following task as part of your tutor-marked assignment (TMA).
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