Motivate Project
It's not that I'm smart ...
Long Project Title:
It's not that I'm smart ...
Speaker:
Alan Parr
Age range:
11 to 14
Participating schools:
St Joseph's College, London
The John of Gaunt School, Trowbridge, Wilts
Belvedere Academy, Liverpool
Karachi High School, Pakistan
Overview of project
Albert Einstein said "It's not that I'm smart - I just stick with problems longer". In the video conferencing sessions we will look at some problems that are worth sticking with. All are accessible and suitable even for non-Einsteins, and all offer a rich variety of potential mathematical exploration. We'll cover lots of work in Number and Algebra, Geometry and Measure.
Time of Vido Conferences:
13.15 start (UK time), lasting for between 60 and 75 minutes
Date of VC1:
Tuesday, October 13, 2009
Date of VC2:
Tuesday, December 1, 2009
Date of VC3:
Tuesday, February 2, 2010
Date of VC4:
Wednesday, March 24, 2010
Date of VC5:
Tuesday, May 4, 2010
Date of VC6:
Wednesday, June 23, 2010
In these extended projects we want to develop skills which will be tested in the GCSE from 2010:
· enrich the mathematical experience of the students and teachers involved
· give students and teachers a sense of belonging to a mathematical community
· give students and teachers an opportunity to go beyond the normal curriculum and to use techniques from the curriculum in unfamiliar contexts
· help students see that maths is an interesting, relevant, living subject
· provide extended projects which will help students develop creative and critical thinking and problem solving skills
· provide project work which students can work on collaboratively or alone
· give students an opportunity to present their own work to an audience outside their own school, to answer questions and to receive feedback on it
· help students develop their communication and presentation skills
· address QCA Key concepts and Key processes:
|
Key concept or process |
It's not that I'm smart |
|
1.1 Competence |
a, b, c |
|
1.2 Creativity |
a, b, c |
|
1.3 Applications and implications of mathematics |
a, c, d |
|
1.4 Critical understanding |
a |
|
2.1 Representing |
a, b, c, d, |
|
2.2 Analysing |
a, b, d, e, g, i, j, m, o |
|
2.3 Interpreting and evaluating |
a, d, e, f, g |
|
2.4 Communicating and reflecting |
a, b, c, d, e |