This webinar explored approaches to teaching Mathematics to support student learning in a blended learning environment. The webinar included input from a panel of practising Maths teachers who have experience of implementing such approaches. The panelists were Aidan Roche (Coláiste Bríde SS, Enniscorthy), Joe Geraghty (St Gerald’s DLS College, Castlebar) and Yvonne Marley (Old Bawn CS, Dublin).
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This Project Maths Seminar focused on algebraic reasoning. Teachers were given the opportunity to discuss students’ difficulties when learning algebra and the most productive approaches to teaching key algebra skills. Presentations were given on introducing algebra through relationships and on making connections for understanding when teaching the circle.
This workshop deals with the rationale for introducing Project Maths, an introduction to probability and probability and relative frequency.
This workshop deals with an introduction to geometry and discussion of the common introductory course.
This workshop deals with the teaching of number and discusses how to actively engage students in problem-solving activities.
This workshop focused on teaching of algebra using patterns and making connections in teaching maths.
This workshop focused on statistics and algebra. Time was also given to discussing how to sequence the syllabus.
This workshop focused on the concept of proof in geometry and number. Time was also spent discussing connections in the syllabus.
This workshop focused on teaching compound interest, exponential functions and logarithmic functions in a connected way. The workshop also dealt with shifting and scaling of quadratic functions.
This workshop focused on functions and calculus. The concepts of limits and continuity were discussed followed by the modeling of a lesson on introducing calculus to students. Using problem-solving as a means to introduce new topics was also discussed.
This workshop focused on area and volume. Time was spent on investigating nets of different solids, on introducing the trapezoidal rule to students and on using integral calculus to calculate areas. The importance of making connections in the maths classroom was also discussed.
This workshop focused on number systems, inferential statistics and problem-solving. Different approaches to teaching topics within each of these sections were modeled.
Modular course 1 covered content relating to strand 1 – probability and statistics. The course was divided into 5 modules covering topics including an introduction to statistics, the data-handling cycle, graphical and numeric analysis of data, correlation, an introduction to probability, tree diagrams, independent and non-independent events, Bernoulli trials and the normal distribution.
Modular course 2 covered content relating to strand 2 – geometry and trigonometry. The course was divided into 4 modules covering topics including theorems, constructions, proof, applications of geometry to problem-solving, an introduction to trigonometry and transformations.
Modular course 3 covered content relating to strand 3 – Number and stand 4 – Algebra.. The course was divided into 4 modules covering topics including linear patters, arithmetic sequences, quadratic patterns, cubic patterns, exponential patterns, geometric sequences and applications of patterns to modeling real-life situations including finance.
Modular course 4 focused on problem solving and financial maths. The course was divided into 4 modules covering topics including problem-solving techniques, properties of numbers and proof, application of geometric sequences and series to investments, loans and amortisation.
Modular course 5 focused on functions and inferential statistics. The course was divided into 4 modules covering topics including injective, surjective and bijective functions, transformations of functions, hypothesis testing, z-scores and p-values.