Using visualisation in maths teaching: Difference between revisions

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|content=Learning outcomes<br />1. A powerful force for perception and understanding<br />2. Starters<br />3. What does visualisation mean?<br />4. In the classroom<br />5. Conclusion<br />Next steps<br />References<br />Acknowledgements
|content=Learning outcomes<br />1. A powerful force for perception and understanding<br />2. Starters<br />3. What does visualisation mean?<br />4. In the classroom<br />5. Conclusion<br />Next steps<br />References<br />Acknowledgements
|strategy=This unit looks at visualisation as it relates to mathematics, focusing upon how it can be used to improve learning. <br />It also identifies ways in which to make more use of visualisation within the classroom.
|strategy=This unit looks at visualisation as it relates to mathematics, focusing upon how it can be used to improve learning. <br />It also identifies ways in which to make more use of visualisation within the classroom.
|Learning Objectives=The learning outcomes for this unit are to:<br />* engage in a number of activities that involve visualisation and learn from your own experiences what it means;<br />* learn the views of a well-known mathematics educator talking about visualisation and find out how your views compare with those of some other secondary-school mathematics teachers;<br />* learn some ways that visualising could be incorporated into your classroom and consider a number of resources that might be useful.<br />
|additional resources=
|additional resources=
|useful information=Part of the Teach and Learn series from the Open University.
|useful information=Part of the Teach and Learn series from the Open University.

Revision as of 11:12, 24 May 2012

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About. Learning outcomes
1. A powerful force for perception and understanding
2. Starters
3. What does visualisation mean?
4. In the classroom
5. Conclusion
Next steps
References
Acknowledgements

Pedagogical content. This unit looks at visualisation(ta) as it relates to mathematics, focusing upon how it can be used to improve learning. It also identifies ways in which to make more use of visualisation within the classroom. (edit)

Resource details
Title Using visualisation in maths teaching
Topic [[Topics/Visualisation|Visualisation]]
Teaching approach

[[Teaching Approaches/Visualisation|Visualisation]]

Property "Teaching approach" (as page type) with input value "Focusing upon how it can be used to improve learning. It also identifies ways in which to make more use of visualisation within the classroom." contains invalid characters or is incomplete and therefore can cause unexpected results during a query or annotation process.[[Category:focusing upon how it can be used to improve learning.
It also identifies ways in which to make more use of visualisation within the classroom.]]
Learning Objectives

The learning outcomes for this unit are to:
* engage in a number of activities that involve visualisation and learn from your own experiences what it means;
* learn the views of a well-known mathematics educator talking about visualisation and find out how your views compare with those of some other secondary-school mathematics teachers;
* learn some ways that visualising could be incorporated into your classroom and consider a number of resources that might be useful.

Format / structure

9 PDF

Subject

[[Resources/Maths|Maths]]

Age of students / grade

[[Resources/Secondary|Secondary]],  [[Resources/Primary|Primary]],  [[Resources/Higher|Higher]]


Useful information

Part of the Teach and Learn series from the Open University.


Files and resources to view and download


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