Maths Chapter Meeting

Utrecht Summer School 2012
Mathematics language - students need to master the subject-specific language in order to be proficient learners

Freudenthal's Theory - Book: Revisiting Mathematics Education
- learning mathematics must be real to the student

Realistic Mathematics Education (RME)
- Guided reinvention
- Progressive formalization

Role of Teacher
- Does not tell
- Guide the (re)invention
- Steers the discussion
- Asks questions
- Helps to organise the process
- Keep an eye at the development of the students

Role of Students
- Find their own strategies
- Discover patterns and structures
- Try to find arguments to convince
- Struggle
- Reason

Balanced Assessment
For each question: what level?
Level 1 (55%) - Knowledge of facts and definitions, use of routine procedure
Reproduction, procedures, concepts
Level 2 (30%)
Making connections, integration and problem solving
Level 3 (15%)
Mathematising, mathematical thinking and reasoning, generalising and insight

Dyscalculia

Book: More Trouble with Maths - Steve Chinn
3-5% are in the LSM programme, 14% @ primary 6 in foundation mathematics, 13% N(T), 6% failure in 'O' Levels

Graphical Dyscalculia
Practonostic Dyscalculia
Spatial Dyscalculia
Anarithmetria
Lexical Dyscalculia (alexia)
Dyspraxia

Identification & Intervention : Dyscalculia Screener