How I Wish I'd Taught Maths: Lessons learned from research, conversations with experts, and 12 years of mistakes by Barton Craig

Author:Barton, Craig [Barton, Craig]
Language: eng
Format: epub
Published: 2018-01-31T16:00:00+00:00

Figure 7.1 – Source: Craig Barton

I could silently place ticks next to polygons and crosses next to non-polygons as a means of enabling students to generate their own understanding of a polygon before introducing the formal definition. Or we could have a whole-class vote, with me subsequently placing a score next to each shape to indicate how many students think it is a polygon – this can lead to some brilliant discussions. Alternatively, I can print the selection of shapes out and challenge each student to ‘circle all the polygons’ as a means to assess understanding following my explanation.

The key point is that students’ attention is brought to bear not just on the similarities between the shapes that are polygons, but crucially upon their difference from the shapes that are not. It is an appreciation of this difference that allows for a deeper understanding of what a polygon is.

Likewise, the best way to enable students to fully appreciate what we mean by an equation might be to present them with the following:

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