Imagine trying to follow a recipe when you don’t know the meaning of the verbs bake, sauté or whisk, nor the component parts such as eggs, flour or butter.
Students can face this same problem in maths if they are not explicitly taught the cognitive verbs (e.g. describe, identify, interpret) and key terms (e.g. perimeter, denominator, variable) needed to understand, communicate and explore mathematical concepts.
Discover how you can get your students cooking with maths by drawing out the mathematical literacy opportunities in iMaths:
It’s time to create those special maths memories that both you and your students will look back on in years to come – and iMaths is the perfect program to help you do it. It all begins when you start your first Investigation.
Assessment is a critical part of the learning cycle. As a teacher, it gives you an invaluable insight into students’ levels of understanding and achievement, helping inform where adjustments in teaching might be needed. It also provides you with the opportunity to give your students sought-after feedback.
Mistakes in maths are common, but many students worry about making them and feel a sense of failure when their work is marked incorrect.
Mistakes need to be recognised for what they are: opportunities for learning and self-growth.
Here are three tips to help your students move forward the next time they make a mistake.
It may seem obvious, but the two most important factors for improved classroom results are student engagement and teacher support. With maths Investigations for students and PD workshops for teachers, iMaths has you covered.