Representing - – selecting the mathematics and information to model a situation
• Learners recognise that a situation has aspects that can be represented using mathematics.
• Learners make an initial model of a situation using suitable forms of representation.
• Learners decide on the methods, operations and tools, including ICT, to use in a situation.
• Learners select the mathematical information to use.
Analysing – processing and using mathematics
• Learners use appropriate mathematical procedures.
• Learners examine patterns and relationships.
• Learners change values and assumptions or adjust relationships to see the effects on answers in models.
• Learners find results and solutions.
Interpreting – interpreting and communicating the results of the analysis
• Learners interpret results and solutions.
• Learners draw conclusions in light of situations.
• Learners consider the appropriateness and accuracy of results and conclusions.
• Learners choose appropriate language and forms of presentation to communicate results and solutions.
1 Representing
• understand practical problems in familiar and unfamiliar contexts and situations, some of which are non-routine
• identify and obtain necessary information to tackle the problem
• select mathematics in an organised way to find solutions
2 Analysing
• apply mathematics in an organised way to find solutions to straightforward practical problems for different purposes
• use appropriate checking procedures at each stage
3 Interpreting
• interpret and communicate solutions to practical problems, drawing simple conclusions
I have a list of all the topics learners cover for FS Maths (Entry Level, Level 1 and Level 2) which I will print off and bring to tomorrows session (4/2/14)
thanks Sarah, this is great. Will help me to develop/embed some maths skills into archaeology, especially the representing section. I think the analysing element will also be useful as archaeologists analyse data to create interpretations.
ReplyDeleteMost definitely, once you break down what is defined as mimimum core you can really start to see how you can incorporate elements of it in your lessons. I initially found embedding it into Criminology difficult and as soon as I started to look at the elements included and how this translates naturally into the subject it became much easier to design activities embedding the skills.
ReplyDeleteYeah, I agree. I am getting my head around it now. The marketing activity I did with my class really helped me to see this, though I still find numeracy the most challenging to incorporate, but just takes imagination.
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