This book helps readers to become better, more confident teachers of mathematics by enabling them to focus critically on what they know and what they do in the classroom. Building on their close observation of primary mathematics classrooms, the authors provide those starting out in the teaching profession with a four-stage framework which acts as a tool of support for developing their teaching: Making sense of foundation knowledge – focusing on what teachers know about mathematics; Transforming knowledge – representing mathematics to learners through examples, analogies, illustrations, and demonstrations; Connection – helping learners to make sense of mathematics through understanding how ideas and concepts are linked to each other; Contingency – what to do when the unexpected happens
Each chapter includes practical activities, lesson descriptions, and extracts of classroom transcripts to help teachers reflect on effective practice. Video versions of these lessons are also available on a companion website.
Chapter 4: Transformation: Using Examples in Mathematics Teaching
Transformation: Using Examples in Mathematics Teaching
In Chapter 3 we focused on one aspect of the transformation dimension of the Knowledge Quartet – the ways in which teachers use various resources to represent mathematical ideas in order to make them accessible to children. In this chapter we will consider in depth another key aspect of the same transformation dimension: the ways in which teachers choose and use examples in mathematics teaching.
If you were going to introduce line symmetry (sometimes called ‘reflective’ symmetry) to a Year 3 ...