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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 | ||
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|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 /> | |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= | ||
