Task Item 2: Part A - RESOURCE 5
Math circle
The following image is downloaded and imported from the WSU Math Circle
By using the Paint software, from the Wichita State University - Department of Mathematics and Statistics web page - available at http://www.math.wichita.edu/history/index.html, the following Figures 1, 2, and 3 of the pages of the Math 750J Project - leading by Professor William H. Richardson, and the Topic Tree, are respectively collected and imported.
Figure 1 - The cover image of the Math 750J Project page, designed by the WSU Math Circle
Figure 2 - The cover image of the Topic Tree page, designed by the WSU Math Circle
Figure 3 - The cover image of the ACTIVITIES page, designed by the WSU Math Circle
5.1-My first date accessed: 31 August 2016 http://www.math.wichita.edu/MathCircle/
5.2-Site's address: http://www.math.wichita.edu/history/index.html
5.3-What does the website offer?
The site offers: The site has been created by following the program with a name of “Math 750J Project”. The site states that the goal of the program, leading by Professor William H. Richardson, was to produce a website which would be a source of information for teachers of mathematics.
The site offers numeracy separating to four parts of TOPICS, ACTIVITIES, MEN and WOMEN that I find they suit for those in learning Numeracy at high levels.
On the TOPICS web page, the site provides different mathematical fields and their focus areas.
Going further paths, for each topic field, there are separate pages containing academic information about theory, and activities for both learning and teaching purposes.
The site offers numeracy information in a range of mathematical areas. The following list outlines Mathematical focus areas of Geometry, Arithmetic, Metric System, Number Theory, Number Systems, Statistics, Algebra, Calculating Devices, Logic, Probability, and Special Numbers that are offered by the site.
1-Geometry: The Line-Divider, Line Design Spirals, The Mobius Strip, Euler’s Formula (The Five Platonic Solids: Tetrahedron, Cube, Octahedron, Dodechaderon, Icosahedron), Tangrams, Tessellation, Polyhedron -3D of the plan polygon (Tetrahedron-4 faces equilateral triangles, Octahedron – 8 faces equilateral triangles, Hexahedron –Cube 6 faces squares, Icosahedron-20 faces equilateral triangle, Dodecahedron-12 faces pentagons).
2-Arithmetic: Egyptian Arithmetic: The Venn Diagram; and Arithmetic Around the World: Multiplication, and Rules for Divisibility
3-The Metric System
4-Number Theory: Pascal’s Triangle, Perfect Numbers, Fermat’s Last Theorem, Magic Squares, and Moessner’s Magic.
5-Number Systems: The Number Sense, Quipu – An Inca Counting System, Fractions of Ancient Egypt, The Mayan Number System, The Egyptian Number System, The Greek Number System, The Babylonian Number System, and the question Where Did Numbers Originate?
6-Statistics
7-Algebra: Algebra in Nature, Boolean Algebra, The Hailstone, and Functions
8-Calculators and Calculating Devices: The Abacus, Calculators in the Classroom, and The Slide Rule.
9-Logic
10-Probability: Pascal’s Wager, and Bernoulli Trials
11-Special Numbers: Perfect Numbers, Square Numbers, The Nature of Pi, Prime Numbers, Amicable Numbers, The Golden Ratio, Animals and Numbers, Ideal and Irrational Numbers, Fibonacci Numbers, and The History of Zero.
5.4-Who might find the website useful?
Like the above resources of #1, #2, #3, and #4, this site is extremely helpful for people dealing with a range of mathematical matters.
Focusing on the VET context, I find that, this resource #5 will be useful for trainers/teachers conducting and students taking the courses obtaining any numeracy unit in a list of 39 Numeracy Units of Competency as below.
FSKNUM01 Use beginning whole number skills and money up to one hundred for work
FSKNUM02 Use beginning skills related to time and 2D shapes for work
FSKNUM03 Use whole numbers and money up to one thousand for work (Learning skill: Develops language of working with numbers and money up to one thousand)
FSKNUM04 Locate, compare and use highly familiar measurements for work (Learning skill: Develops language of measurement and Writing skill: Records measurement and result of calculation)
FSKNUM05 Identify and use some common 2D shapes for work (Learning skill: Develops language of shapes)
FSKNUM06 Use highly familiar maps and diagrams for work
FSKNUM07 Locate specific information in highly familiar tables, graphs and charts for work
FSKNUM08 Identify and use whole numbers and simple fractions, decimals and percentages for work
FSKNUM09 Identify, measure and estimate familiar quantities for work
FSKNUM10 Identify and describe common 2D and some 3D shapes
FSKNUM11 Read and use familiar maps, plans and diagrams for work
FSKNUM12 Identify and interpret information in familiar tables, graphs and charts for work
FSKNUM13 Construct simple tables and graphs for work using familiar data
FSKNUM14 Calculate with whole numbers and familiar fractions, decimals and percentages for work
FSKNUM15 Estimate, measure and calculate with routine metric measurements for work
FSKNUM16 Interpret, draw and construct 2D and 3D shapes for work
FSKNUM17 Use routine maps and plans for work
FSKNUM18 Collect data and construct routine tables and graphs for work
FSKNUM19 Interpret routine tables, graphs and charts for work
FSKNUM20 Use basic functions of a calculator
FSKNUM21 Apply an expanding range of mathematical calculations for work
FSKNUM22 Use and apply rations, rates and proportions for work
FSKNUM23 Estimate, measure and calculate measurements for work
FSKNUM24 Use geometry to draw 2D shapes and construct 3D shapes for work
FSKNUM25 Use detailed maps to plan travel routes for work
FSKNUM26 Read, interpret and use detailed plans, drawings and diagrams for work
FSKNUM27 Collect, organise and interpret statistical data for work
FSKNUM28 Use routine formulas and algebraic expressions for work
FSKNUM29 Use introductory graphical techniques for work
FSKNUM30 Use common functions of a scientific calculator for work
FSKNUM31 Apply a wide range of mathematical calculations for work
FSKNUM32 Use and calculate with complex measurements for work
FSKNUM33 Collect, organise and analyse statistical data for work
FSKNUM34 Use and apply concepts of probability for work
FSKNUM35 Use algebraic and graphical techniques to analyse mathematical problems for work
FSKNUM36 Use trigonometry for work
FSKNUM37 Use introductory matrices for work
FSKNUM38 Use introductory vectors for work
FSKNUM39 Use introductory calculus for work
5.5-How might you use/ how have you used this website with students?
As mentioned in my previous post, like the resource #1, this numeracy resource might be used for teaching and learning a wide range of numeracy course listing on my previous post. I might use the information from the site to design questions for formative assessment through understanding and classroom thinking activities. For example, based on a diversity of numeracy functions and topics, learning activities, I might implement activities for pre-assessment to understanding students’ numeracy levels. Students might need to fill in pre-designed form to oral or written communication activities. Another example is that the resource might be used to design a project requiring students to practise the site in Maths and Number functions, they might need to reflect their understanding in oral and/or written report showing evidence of their works and the reflection on using the site. I found that this resource might be suited in designing and practising activities for formative assessment / and on-going assessment. Also, it might be used to design thinking and understanding activities for the purpose of engagement and motivation in teaching and learning.
In addition, in the VET context, for example in teaching the Unit of competency FSKNUM24 Use geometry to draw 2D shapes and construct 3D shapes for work, students might be asked to access to site and practise on a range of available activities for the formative assessment. I have found such activities are useful, in particular, in engaging, motivating and creating a quality learning environment.
No comments:
Post a Comment