Monday, 18 June 2018

DMIC: Planning and Understanding for Big Ideas

Step 1: Begin with the mathematics

  • -Planning takes time. 
  • -Consider what you students need in the way of Big Ideas (NZ Maths Key Ideas is another place to look for Big Ideas
    • KNOW the Curriculum for your year level
    • Google "big mathematical ideas"
    • van de Walle book is highly recommended
Step 2: Thing about your students

  • What do they bring mathematically and culturally
  • Put current knowledge and interests at the centre of instructional decision making
  • How can you best present mathematical concepts that match prior knowledge?
Step 3: Decide on a task/problem

  • Be clear about the big idea you want to connect to and explore
  • It must be group worthy with appropriate challenge level
  • Low floor, high ceiling
  • Culturally responsive and relevant to your students
  • Using bigger numbers allows for students to work at a higher (deeper) level of understanding
Step 4: Predict what will happen

  • Anticipate all approaches including misconceptions
  • Recognise what they are thinking and how to move forward
  • Identify what you're looking for and who is going to share and why

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