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ERIC Number: EJ972413
Record Type: Journal
Publication Date: 2010-Nov
Pages: 5
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0025-5785
Stacks
Kimber, Lizzie
Mathematics Teaching, n220 p23-27 Nov 2010
Linton Waters and Jayne Kranat ran a session on the Nuffield "Applying Mathematical Processes" (AMP) activities at BCME7 in Manchester in April this year. These 1-2 hour activities are revamps of some of the Graded Assessment in Mathematics (GAIM) resources, developed in the 1980s, and are freely available via the Nuffield website and the original GAIM materials via the National STEM Centre website. Half the activities could loosely be described as pure mathematics investigations, and the other half are practical in motivation. There is some genuinely interesting mathematics in both the pure and applied explorations. The aim of the AMP project is to support the teaching and assessment of key processes representing a situation mathematically, analysing, interpreting and evaluating, and communicating and reflecting. The problems are open in nature and the emphasis is on the learners bringing their mathematics to the problem. They are suitable for all students at Key Stages 3 and 4. The Stacks activity is a superb example of how a simple task can lead very quickly to interesting and accessible mathematics. The "single" instruction is, "take two unequal stacks of objects and keep moving objects between the stacks so as to double the number in the smaller stack." In this article, the author tells how she became acquainted with the AMP materials and what happened in her school when she tried the Stacks. ["Stacks" was written with additional input from Vinay Kathotia.]
Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail: admin@atm.org.uk; Web site: http://www.atm.org.uk/mt/index.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Manchester)