\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2016b.00378}
\itemau{Hunt, David}
\itemti{Teaching able pupils key stage 3 mathematics.}
\itemso{Math. Sch. (Leicester) 40, No. 4, 25-27 (2011).}
\itemab
From the text: There are a number of definitions as to what constitutes an able pupil. I am using the definition, that an able pupil in mathematics, is someone who is targeted to `achieve a KS3 level 7 or above', or a GCSE grade C in Year 9. However, it is not the definition that is the issue, but how mathematics is taught to enable these (and all) pupils to achieve their target level. The use of mathematical tasks and an active approach to the teaching of mathematics is of tremendous benefit in terms of pupils' motivation and understanding of the subject. I believe it is vital that this approach is used with able pupils, in order that they are not limited and switched off from achieving their potential in mathematics. An active approach to the teaching of mathematics means, that the pupils can all be using the same materials, and that the constraints are not the tasks or ideas themselves, but how far each pupil's ability can take the tasks or ideas. The approach I would suggest is to use a mathematical activity/task, investigation or problem which will encourage direct teaching/active learning to take place, and then as appropriate bring the class (able pupils) together, so that a point may be brought out and further questions set, if necessary, to consolidate the mathematics that has been learned, in order for the class to move forward with their work. The content is then given a meaning and a purpose within the mathematical activity. This may become a hook for the pupils to be able to use the mathematics/content in other situations.
\itemrv{~}
\itemcc{D43 D53}
\itemut{lower secondary; teaching methods; student activities; discovery learning; problem posing; open-ended problems; mathematical tasks; real-life mathematics; mathematical applications; mathematics as a process; functional mathematics}
\itemli{}
\end