tasks placed in schools during August.
Around 270,697 placed since the project began in June 1992.
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Task 4, Window Frames
We are here to help you and, as one principal remarked recently, You people are unique. This is the best place to get both professional development and resources at the same time to revitalise our curriculum.
We are particularly interested in responses from Victoria because the Mathematical Association of Victoria (MAV) has contacted us with a view to running MOTM in partnership, as we did earlier this year in Geelong. To meet the MAV's need to plan and produce a 2006 program for publication and distribution at the December Conference, we would really love any response from interested Victorians by October 5th.
Maths on the Move are the 'off-the-shelf' programs in our Professional Development suite. There are many other possibilities. So, if you are thinking ahead, consider the PD Partnerships link on the left.
Victorian teachers will be especially pleased to find that the new version has been referenced to both the Victorian Essential Learning Standards (VELS) and Principles of Learning and Teaching (PoLT).
The Karingal Cluster has embarked on its journey to achieve a successful implementation of the Dimension: Working Mathematically from the Domain: Mathematics of the Victorian Essential Learning Standards (VELS).
The cluster aims to build the teaching capacity of all staff and to invigorate the teaching of Mathematics through encouraging students to 'work mathematically'.
The use of Maths300 and Math With Attitude resources will enable teachers to:
and thereby develop deeper understanding of concepts and enhanced student motivation within the Maths classroom.
- build co-operative work into their programs,
- build concepts through a hands-on problem solving approach,
- integrate the use of technology
Using these resources allows teachers to address not only the strand disciplined-based learning in the VELS domain of Mathematics but allows for a structure to also address:
The journey will allow teachers to incorporate many aspects of the Principles of Learning and Teaching (PoLT) into their classroom practice because:
- Personal and Social Learning - Interpersonal development, Personal learning
- Interdisciplinary Learning - Communication, Design, Creativity and Technology, ICT, Thinking.
- activities are open-ended and non-threatening
- Working Mathematically allows for students to work in teams or alone on tasks that build student self-confidence and increase motivation
- learning needs and learning styles are catered for through the use of hands-on tasks, puzzles, real-life applications
- students are encouraged to relate old knowledge to new knowledge, developing understanding to solve different problems
- activities allow for ongoing formative assessment, with many opportunities for students to display their understanding
- many activities can be related to activities outside the classroom
The cluster believes the use of the resources will provide the opportunity for the schools to develop student mathematics learning in ways that will motivate both students and teachers, and enhance the learning experience for all, leading to deeper understanding, development of skills, engagement and relating maths to the world around.
Peter Hubble, Innovations & Excellence Cluster Educator
Karingal Cluster, Victoria
I have been thinking about how to create some tasks for the lower grades without them having to read the instructions. Thought that perhaps instructions could be put onto a tape or CD and children instructed to do parts of tasks, then press pause whilst they perform various activities, then restart for further instructions.This seems like a good idea to us. Anyone else want to experiment with the thought and let us know how it goes?
Such a resource would need to draw significantly on our Calculating Changes project (as well as Maths300) and would likely include Poly Plug as its task resource - especially in the number strand. Also, it is likely to include provision of four function calculators which give correct answers. The problem with most of the simple calculators in schools is that they give wrong answers to problems with mixed operations (eg: 2 + 3 x 5 is shown as 25, instead of the correct answer of 17). Perhaps this doesn't matter when the teacher tells the students what to do with the calculators, but Calculating Changes assumes students have free access to calculators from the day they enter school.
If you would like to help us think this possibility through, please contact us. Some of the questions we are pondering are:
Just shipped my 14th and 15th Maths Mats off. One to St Albans Secondary College and one to a little one teacher school out of Maningrida. For the first time ever, I've got two spares in stock.Making these (roughly) 8m x 4m mats is a labour of love so its great to see them so widely used. St. Albans is a western suburb of Melbourne. Maningrida is on the top end of Kakadu National Park - last stop before Indonesia!