Making a Meal out of Mathematics

When planning a lesson, many teachers will start by listing content-based objectives; after all, this is how the majority of textbooks, schemes of work and lesson planning templates are constructed. This is understandable, as for many years now teachers have been legally required to teach the nation...

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Bibliographic Details
Published in:Mathematics Teaching 2010-09 (219), p.22
Main Author: Penny, Robert Ward
Format: Article
Language:English
Subjects:
Carbohydrates
Class Activities
Cognition & reasoning
Educational Objectives
Energy
Evaluative Thinking
Foreign Countries
Learning Activities
Lesson Plans
Mathematical Concepts
Mathematics
Mathematics Activities
Mathematics Education
Mathematics Teachers
National Curriculum
Repetition
Secondary Education
Secondary Schools
Student Improvement
Teaching Methods
Textbooks
Thinking Skills
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Summary:When planning a lesson, many teachers will start by listing content-based objectives; after all, this is how the majority of textbooks, schemes of work and lesson planning templates are constructed. This is understandable, as for many years now teachers have been legally required to teach the national curriculum which was a list of content-based objectives. But it is not inevitable. Both nationally, and internationally many teachers plan by first focusing on the students' learning and the experiences that can be contained within the lesson. Planning a mathematics lesson can be like planning a meal. Amongst other things, a well-rounded meal needs to contain a good balance of protein, carbohydrates and fats. Over-emphasising any of these nutritional groups, or missing one of them out entirely, can often lead to health problems. In the same way, students' mathematical diet should ideally incorporate different types of activities, and any lack of balance can lead to problems. In this article, the author clarifies this by considering the three groups in turn.
ISSN:0025-5785