Long-term Learning As teachers, one of our primary goals is to educate, allowing a child to take the information you have taught and apply it to their life. One issue is the retention of conceptual knowledge. I’m sure we can all relate where someone mentions an aspect of maths or science and we know that … Continue reading Teaching for Long-Term Memory?
A Cognitive Approach? A lot of mathematical learning research, particularly in the UK, involves a cognitive approach to learning. A behavioural approach may be linked to alleviating maths anxiety (most of the time – a cognitive approach may be taken to adjust thought processes) but the process of conceptualisation is typically explained through a cognitive … Continue reading Cognitive Activation in Maths
Off you go! I’m sure some of us have had the teaching moments where we explain a concept and then say, “off you go!” Of course any passing by teacher will ask, “how did you know they understood?”. Of course, formative assessment comes in many different forms, especially with the hearing of ‘mini-plenaries’ in lessons. … Continue reading “Time to explain”
Theory of Mind in Children As teachers, we’ve all asked that question: “what would they have done in that situation?” Have you ever wondered why this may have been difficult or not even crossed a child’s mind? I’m not saying this is an excuse for thoughtless behaviour and actions but perhaps an opportunity for you … Continue reading “What would they do in your shoes?”
It’s that time of the year again.. it’s time to teach the wonderful fractions. Many of your children may have an idea of what is going on, depending on the year group you’re teaching; however, if you’re lucky, your children will have very similar preconceptions (hopefully correct – makes your job a bit easier). You … Continue reading “They just don’t get it!”
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