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Teaching students how to investigate

Discussion in 'Mathematics' started by lou1990lou, Nov 22, 2016.

  1. lou1990lou

    lou1990lou New commenter

    I have always had problems with my classes and trying to get them to have the patience and/openmindeness to be able to discover patterns/rules for themselves.
    I was always able to cop out of it (naughty me!) by being able to say that they won't need to do this in an exam blahblah (extra naughty !) but i always hated that this would be my fall back.

    However i am now in a position where i cannot actually do that!
    I have recently started teaching MYP and am finding that in general the students I teach are better at the Criteria A [knowledge and Understanding ] assessments than the other criteria because that is the way that people naturally teach. (Oh i know there are people out there that this doesnt apply to and you're the very ones this thread is aimed at! So please keep reading!)

    As a whole they are not very good at Criteria B [investigating patterns ] which then leads to problems with Criteria D [real life applications]

    Does anybody have any tips or resources they would be willing to share that i would be able to use in lessons to help them develop their skills in this area?
    Thanks in advance!
  2. Maths_Shed

    Maths_Shed Occasional commenter

    Have you thought of doing some of the old GCSE coursework with them, diagonal differences, stairs etc?
  3. colinbillett

    colinbillett Occasional commenter

    julsmx and bombaysapphire like this.
  4. lou1990lou

    lou1990lou New commenter

    Thank you! (Sorry for the lack of reply til now!)
  5. julsmx

    julsmx New commenter

    Thank you for sharing this. While STEM Learning is a UK site, and I teach in New Zealand, it is one of the best I have found for STEM resources.
    colinbillett likes this.
  6. chrisb2004

    chrisb2004 New commenter

    I think you need to structure it for them at first.
  7. armandine2

    armandine2 Established commenter

    17006 (J. M. Child.)—A box will hold 12 coins, either sovereigns or shillings. 3 coins are shaken out from the box and are found to be 2 sovereigns and 1 shilling. Supposing it is not known whether any of the remaining coins in the box are sovereigns or shillings, nor whether there are 5, 6, 7, 8, or 9 more ; what ought to be paid (i) for the privilege of drawing 5 more coins, (ii) to purchase all the contents, whether 5, 6, 7, 8, or 9 coins?

    Page 38 The Educational Times (1911)


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