There are two other types of procedural variation: In those disciplines, students learn through a collection of sequenced movements, making improvements as they go. Trninic linked this kind of exploratory practice to the way people learn dance or martial arts. Skip to content Recently I have been reading and learning about exploratory practice, thanks to a very interesting talk and a few articles. The article includes an example about the teaching of division involving decimal numbers. Exploratory practice, on the other hand, is set up by the teacher in a way that students are asked to learn as they go by trying to generalise.

Exploratory practice, on the other hand, is set up by the teacher in a way that students are asked to learn as they go by trying to generalise. I wonder if this also extends to use of manipulatives? A good question, and one which I have not fully answered yet. The article includes an example about the teaching of division involving decimal numbers. He mentioned that he wants to work on conditional probability next. He has done some work on proportional reasoning in which students raise their two arms to different heights above the desk while looking at a coloured screen.

He mentioned that he wants to work on conditional probability next. This helped them develop an understanding about proportions. I have been encouraged by a recent Jo Boaler article to use movement and gestures more.

In those disciplines, students learn through a collection of sequenced movements, making learnijg as they go. First, teaching through movement. They recount that they were asked to read an article in advance: Shanghai Maths and Procedural Variation This reminded me of some reading I have been doing about procedural variation.

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# Mike Ollerton – In Pursuit of Great Mathematics Teaching

Trninic linked this kind of exploratory practice to the way people learn dance or martial arts. This exercise might be considered rote drilling if computing for a correct answer is the focus. The article by Lai and Murray quotes international maths comparisons that show that Chinese learners have a very secure understanding of the mathematics they have learned, and that they can apply it.

There are 9L of apple juice and every 1L is put in a jar. This type of procedural variation involves varying the problem. Skip to content Recently I have been reading and learning about exploratory practice, thanks to a very interesting talk and a few articles. However, an experienced mathematics teacher will organise this series of tasks hierarchically and provide scaffolding to illustrate and generalize… mathematical ideas.

Do you use exploratory practice in the classroom and have some resources to share? Tweet me mathsfeedback or comment below.

In the UK, there has recently been a two-year-long teacher exchange with Shanghai. For example, when talking about transformations of shapes, we can use our hands to show reflection from moke up to palms down. Exploratory practice, on the other hand, is set up by the teacher in a way that students are asked to learn as they go by trying to generalise.

I am looking forward to hearing about it. I wonder if this also extends to use of manipulatives? There are 9L of apple juice and every 3L is put in a jar. She presents problem strings which are sets of questions that lead a learner to see patterns and make generalisations about number. In this series of tasks, the total amount of apple juice was kept constant while the amount in a jar was varied from a whole litre to less than a litre.

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There are two other types of procedural variation: Dragan Trninic was talking about how maths can be learned through bodily movements. He wondered if practicing in this way — he called it exploratory practice — would prove valuable. This reminded me of some reading I have been doing about procedural variation.

Yet some Western onlookers say that mathematics education in China is characterised by rote learning or teacing transmission. There are 9L of apple juice and every 0. A good question, and one which I have not fully answered yet. Recently I have been reading and learning about exploratory practice, thanks to a very interesting talk and a few articles.

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He has done some work on proportional reasoning in which students raise their two arms to different heights above the desk while looking at a coloured screen. The article includes an example about the teaching of division involving decimal numbers.

How many jars are needed?