Dates; Wednesday 4 April, Time: 14:00-15:30
Facilitators: Anne Crosby, Ian Benson
With his Curriculum chart Gattegno demonstrated how a study of permutations and combinations of
Cuisenaire rods can animate an enriched mathematics curriculum, extending from KS1 to KS5. The chart is
organised as a directed acylic graph: its nodes labelled by concepts, and its edges representing a temporal
hierarchy. Each root corresponds to the study of a restriction on the pattern of all permutations equivalent in
length to a rod. This is a practical session using both Cuisenaire rods and a related software system. We will
explore the mathematics and computer science that teachers need to know to use the chart.
The chart is reproduced on page 6 of Working with the rods and why. An ATM open resource.
Visit BCME to reserve your day delegate place.
The use of concrete manipulatives is essential in developing conceptual understanding in mathematics. One common, but at times underused, resource is Cuisenaire.This series of sessions aims to support Year 2 teachers and/or KS1 Maths Co-ordinators in using Cuisenaire to explore mathematical structures and relationships. In addition to the face to face sessions which will include demonstration sessions with a group of learners, we encourage participants to work with other teachers in between the sessions, observing each other at their schools. All resources and activities created during the sessions will be shared with other teachers within the hub.
In two articles, we describe how we are meeting the ambitious Key Stage 1 objectives of the 2014 mathematics curriculum through mathematical writing. The 2013 curriculum requires learners ‘to move fluently between representations of mathematical ideas.’ Children now have to study all four arithmetic operations and fractions as operators for small numbers from Year 1.
Schools have experienced three major waves of computer technology over the last 30 years: micro-computers, networked electronic whiteboards and now an emerging wave of individual one-to-one iPads and Android tablets. In the past, the UK government has found it difficult to demonstrate value from technology in schools. Despite 80 per cent of schools being rated good or outstanding by Ofsted, the country’s performance in international league tables has declined. Is it possible to do better this time? Do business-led school networks have a role in promoting one-to-one learning? Will the Coalition’s less directive approach to technology procurement allow schools to experiment with different models for learning and teaching? And, if they do, how will Ofsted assess schools as they begin to embrace a new pedagogy of flipped classrooms, enquiry and project-based learning?