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! guided tour
001 Differentiation
002 'Real' maths
003 Fractions
004 Manipulatives
005 Assessment
006 What technology?
007 Adult curriculum
008 Reflective Learners
009 Engagement
010 Class Time Use
011 Why I hate maths
012 Terminology
013 'Mathphobia'
014 The Nature of Maths
015 Show and Tell
016 Vertical Integration
017 Product to Process
018 Investigation Length
019 Preparation for Work
020 Success in Mathematics
021 Groupwork
022 Effective lessons
023 Impact of ICT
024 Mathematics Websites
028 Why under 16?
2010.07.15 Differentiation
2010.07.19 Differentiation (2)
2010.07.22 'Real' maths
2010.07.26 'Real' maths (2)
2010.07.29 Fractions
2010.08.02 Fractions (2)
2010.08.05 Manipulatives
2010.08.09 Manipulatives (2)
2010.08.12 Assessment
2010.08.16 Assessment (2)
2010.08.19 What tech?
2010.08.23 What tech? (2)
2010.08.26 Adult maths
2010.08.30 Adult maths (2)
2010.09.02 Reflective learner
2010.09.06 Reflective learner 2
2010.09.09 Engagement
2010.09.13 Engagement 2
2010.09.16 Class Time Use
2010.09.20 Class Time Use 2
2010.09.23 Why I hate maths
2010.09.27 Why I hate math 2
2010.09.30 Terminology
2010.10.04 Terminology 2
2010.10.07 'Mathphobia'
2010.10.11 'Mathphobia' (2)
2010.10.14 Nature of Maths
2010.10.18 Nature of Maths (2)
2010.10.21 Show and Tell
2010.10.25 Show and Tell (2)
2010.10.28 Vertical Integration
2010.11.01 Vertical Integratn 2
2010.11.04 Product to Process
2010.11.08 Product to Proc. 2
2010.11.11 Investigation length
2010.11.15 Investigation leng 2
2010.11.18 Prepn for work
2010.11.22 Prepn for work 2
2010.11.25 Success in Maths
2010.12.03 Groupwork
2010.12.06 Groupwork 2
2010.12.10 Effective lessons
2010.12.13 Effective Lesson 2
2010.12.17 Impact of ICT
2010.12.20 Impact of ICT 2
2010.12.24 Maths Websites
2011.01.03 Maths Website 2
2011.01.07 Ideal curriculum
2011.01.10 Ideal curriculum 2
2011.01.14 Short or longterm
2011.01.17 Short or longterm2
2011.01.21 Continuing PD
2011.01.24 Continuing PD 2
2011.01.28 Why under 16?
2011.01.31 Why under 16? (2)
2011.02.04 Which is more fun?
2011.02.11 Blended learning
2011.02.14 Blended learning 2
2011.02.18 Fast tracking
2011.02.21 Fast tracking (2)
2011.02.25 Misconceptions
2011.02.28 Misconceptions 2
2011.03.04 Good Reads
2011.03.07 Good Reads (2)
2011.03.11 How do I  fractions
2011.03.18 How do I  lang
2011.03.21 How do I  lang (2)
2011.03.25 How do I  curric
2011.03.28 How do I  curric 2
2011.04.01 How?  next topic
2011.04.04 How?  nxt topic 2
2011.04.08 How?  Geometry
2011.04.11 How?  Geom 2
2011.04.15 How?Investigation
2011.04.18 How?Investigatn 2
2011.04.22 How? Do vs. learn
2011.04.25 How?Do vs learn 2
2011.04.29 How?Dig deeper
2011.05.02 How?Dig deeper 2
2011.05.06 'Big Ideas'
2011.05.09 'Big Ideas' (2)
2011.05.13 High school skill
2011.05.16 High school skill 2
2011.05.20 Journals
2011.05.23 Journals (2)
2011.05.27 Studentdriven
2011.05.30 Studentdriven (2)
2011.06.03 How?  Maths play
2011.06.06 How?Maths play 2
2011.06.10 Deeper thinking
2011.06.13 Deeper thinking (2)
2011.06.17 How?  Disjointed
2011.06.17 How?  Disjointed 2
2011.06.24 How?  Problems
2011.06.27 How?  Problems 2
2011.07.01 Holiday maths
2011.10.28 Extent of plans
2011.10.31 Extent of plans (2)
2011.11.04 Authentic is..?
2011.11.07 Authentic is..? (2)
Z_1 Thursday raw
Z_2 Monday raw
Z_consolidated
2011.03.28 How do I  curric 2
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Topic (followup to Friday, 25th March 2011):
How do I teach to a specific, prescribed curriculum?
As it happened on
Monday, 28th March 2011, 20:30  22:00 GMT
7:30 pm
republicofmath
:
Where is #
mathchat
for March 28, 2011?
7:32 pm
republicofmath
:
OK, I'll start. "How do I teach to a specific, prescribed curriculum?" With a distinct lack of grace on my part #
mathchat
7:32 pm
republicofmath
:
"How do I teach to a specific, prescribed curriculum?" I happens rarely to me  mainly when I teach calculus #
mathchat
7:32 pm
ColinTGraham
:
Hello everyone and welcome to #
mathchat
7:32 pm
davidwees
:
@
republicofmath
I'm kidsitting my son & one of his friends, hence my absence from #
mathchat
.
7:33 pm
republicofmath
:
Oi, Colin, where you been? @
ColinTGraham
#
mathchat
7:34 pm
ColinTGraham
:
@
republicofmath
What is it about calculus in particular that 'forces' prescription, Gary? #
mathchat
7:35 pm
ColinTGraham
:
Waiting for my PC to restart after updates! RT @
republicofmath
: Oi, Colin, where you been? #
mathchat
7:36 pm
republicofmath
:
"Calculus", u'grad, single to multivariable, is an "industry". Dept chooses book, engineers, scientists expect set curriculum. #
mathchat
7:36 pm
ColinTGraham
:
Anyone else out there for #
mathchat
today?
7:37 pm
Tina_Barr
:
RT @
ColinTGraham
: Anyone else out there for #
mathchat
today?
7:38 pm
ColinTGraham
:
@
republicofmath
So do you 'teach' the text, or find inventive ways to get around it/use it as a supplement? #
mathchat
7:40 pm
republicofmath
:
@
ColinTGraham
Do get round it. Most recent inventive way, Calc 3, was to get students choosing own curves/surfaces. More projects #
mathchat
7:42 pm
republicofmath
:
I have given up on tests and exams. Big relief all round. #
mathchat
7:43 pm
maxmathforum
:
hi #
mathchat
team... I'm here sporadically on a loose internet connection
7:43 pm
ColinTGraham
:
@
republicofmath
If textbooks provide problems with solutions, then u'grads should be able to selftest anyway... #
mathchat
7:43 pm
republicofmath
:
Where are folks who voted for #
mathchat
topic? Dozy Doras!
7:43 pm
ColinTGraham
:
@
maxmathforum
Hi Max, sporadic is ok, we're here all week ;) #
mathchat
7:43 pm
MrHonner
:
@
republicofmath
I teach multi in HS and see/feel the expected curriculum, but I don't mind it. It's such rich material. #
mathchat
7:44 pm
ColinTGraham
:
@
MrHonner
Is there more expectation of specified content at HS level and beyond, do you think? #
mathchat
7:45 pm
republicofmath
:
@
maxmathforum
Will we be able to classify all sporadic mathchatterers, or do they not form a group? #
mathchat
7:46 pm
ColinTGraham
:
@
republicofmath
How do Ss choose? Is it completely free or some kind of guided choice? #
mathchat
7:46 pm
MrHonner
:
@
ColinTGraham
I don't expect my students to 'skip' multi in college, but I want them to see everything they'd see in that course. #
mathchat
7:47 pm
maxmathforum
:
I coach at 2 schools, one with a "problembased" curriculum, one with a traditional curriculum. Both have their challenges. #
mathchat
7:48 pm
ColinTGraham
:
@
maxmathforum
I meant more that HS/Univ curriculum tends towards greater specialization, therefore prescription is more likely... #
mathchat
7:49 pm
republicofmath
:
Forgive me for seeming presumptuous, but I cannot imagine a student from HS skipping multivariable calculus in college. #
mathchat
@
MrHonner
7:49 pm
ColinTGraham
:
@
maxmathforum
How 'free' is the content or focus in each... one assumes traditional curric is more highly prescribed/structured #
mathchat
7:49 pm
maxmathforum
:
@
ColinTGraham
is it proscribed what students should know or how they should learn it. or does proscribing what determine how? #
mathchat
7:50 pm
MrHonner
:
I teach at a large (5K student) HS, and we have huge problems because teachers are not on the same page, metaphorically speaking. #
mathchat
7:51 pm
republicofmath
:
@
MrHonner
Do you teach Stokes' theorem in HS multivariable calculus? #
mathchat
7:51 pm
maxmathforum
:
#
mathchat
teachers feel the "how" is too proscribed in problembased (and get bogged down in the investigations w/out reflection & mastery)
7:51 pm
ColinTGraham
:
@
maxmathforum
A proscribed curriculum would be teaching forbidden things... sounds like fun! We're discussing prescribed #
mathchat
7:51 pm
MrHonner
:
Just saying that, although we may see curriculum as a restriction, there is something to be said for uniformity of instruction #
mathchat
7:52 pm
maxmathforum
:
#
mathchat
the "what" is more proscribed in traditional  the skills for mastery and tchrs feel the pacing requires a "xxx" style teaching
7:52 pm
maxmathforum
:
#
mathchat
xxx = explain, example, exercise
7:52 pm
republicofmath
:
@
ColinTGraham
@
maxmathforum
No, let's go proscribed! #
mathchat
7:52 pm
MrHonner
:
@
republicofmath
Stokes, Div, Grad, Curl, all that! Like I said, though, I don't recommend that my students skip multi in college. #
mathchat
7:53 pm
ColinTGraham
:
@
maxmathforum
So the prescription in the two curricula is focused on different things... one on content, the other on process? #
mathchat
7:54 pm
republicofmath
:
Doesn't seem possible to me. We have great trouble teaching that to sophomores. Lacking algebra skills are killer @
MrHonner
#
mathchat
7:54 pm
maxmathforum
:
@
ColinTGraham
that's how the tchrs I coach feel. Hard to read the traditional curriculum and think of projects or explorations #
mathchat
7:55 pm
ColinTGraham
:
@
MrHonner
So you try to go for a 'taster' approach to curriculum? Is coverage an issue with multivariate calculus? #
mathchat
7:55 pm
republicofmath
:
@
MrHonner
How do you teach about connected and simply connected domains to HS students? #
mathchat
7:55 pm
maxmathforum
:
@
ColinTGraham
and hard to read the investigation curricula and extract the goals, big ideas, takeaways, etc. #
mathchat
7:56 pm
ColinTGraham
:
@
maxmathforum
Much of that comes from a lack of imagination or creativity on the part of the teacher, though, doesn't it? #
mathchat
7:56 pm
maxmathforum
:
@
ColinTGraham
so it's hard not to teach "straight from the book" in both cases, getting lost in details either way #
mathchat
7:57 pm
MrHonner
:
@
republicofmath
I teach at a large 'magnet' school in NYC.Students are very sharp. For many of them, really anything is possible. #
mathchat
7:57 pm
maxmathforum
:
@
colintgraham
reading curriculum is hard. lack of effective time on task, for sure. #
mathchat
7:57 pm
ColinTGraham
:
@
maxmathforum
What I found irritating was the long reading list we had at college, & lecturers then did not refer to the books... #
mathchat
7:58 pm
maxmathforum
:
@
MrHonner
do you think you could have taught it before awesome graphing technology was invented? #
mathchat
7:58 pm
maxmathforum
:
@
ColinTGraham
in which courses? #
mathchat
7:59 pm
ColinTGraham
:
@
maxmathforum
It was all the general maths courses, the Stats/Probability was different. One text would have sufficed too... #
mathchat
7:59 pm
republicofmath
:
@
MrHonner
Not getting feel for if you're teaching "techniques" such as D(x^n)=nx^(n1) or concepts, or both. #
mathchat
8:00 pm
MrHonner
:
@
republicofmath
Very informally. We work through the ideas and techniques using simple domains. #
mathchat
8:00 pm
republicofmath
:
@
MrHonner
Multivariable calculus is a rich collection of concepts and techniques. Even Harvard u'grads struggle. #
mathchat
8:01 pm
MrHonner
:
@
republicofmath
Big ideas and techniques. Hopefully they get the rigor the next time through; same with AP Calc, I guess. #
mathchat
8:01 pm
ColinTGraham
:
@
maxmathforum
Do you think that the 'itemization' / disconnection of topics in curricula compounds the issues of teaching to them? #
mathchat
8:01 pm
republicofmath
:
@
MrHonner
Well, I congratulate you for what you're doing. How many students can cope with it? #
mathchat
8:01 pm
ColinTGraham
:
@
republicofmath
You lost me at calculus... ;P #
mathchat
8:03 pm
MrHonner
:
@
maxmathforum
Maple / Wolfram certainly helps, but being able to piece together surfaces with limited info is a key skill. #
mathchat
8:03 pm
ColinTGraham
:
Does the curriculum you teach pose greater challenges for working with higher ability or lower ability students? #
mathchat
8:03 pm
republicofmath
:
Problem we have often is students having done AP calc in HS think D(2^x) = x2^(x1). Just learned conditioned response #
mathchat
8:04 pm
republicofmath
:
@
ColinTGraham
Really, Colin. You are the limit! #
mathchat
8:05 pm
maxmathforum
:
@
ColinTGraham
Absolutely! I don't know if there just isn't agreement on the big ideas, themes, stories, skills etc. in math #
mathchat
8:05 pm
republicofmath
:
@
ColinTGraham
. Way I teach now is by projects  23 weeks. Studio style. Low/high ability irrelevant. #
mathchat
8:06 pm
maxmathforum
:
@
ColinTGraham
but I've rarely found a textbook that was really clear about the big, big ideas that held it together #
mathchat
8:06 pm
ColinTGraham
:
@
republicofmath
Only as xâ†’âˆž, Gary #
mathchat
8:06 pm
MrHonner
:
I see the same thing with the AP students. There's a good example of curriculum gone bad, I feelall test prep, it seems. #
mathchat
8:07 pm
maxmathforum
:
@
republicofmath
when u teach the prescribed calc course, where do you get projects from? how do u cover curriculum w projects? #
mathchat
8:07 pm
ColinTGraham
:
@
maxmathforum
When a department chooses a text, though, you would expect it to form some kind of core for the course, wouldn't you #
mathchat
8:07 pm
republicofmath
:
@
MrHonner
Which textbook, if any do you use? (ref
http://wp.me/p1mk0j
1cv ) #
mathchat
8:08 pm
ColinTGraham
:
@
maxmathforum
Moving towards a collection of 'chapters' from various texts and/or open source apps would seem a better way to go. #
mathchat
8:09 pm
MrHonner
:
We're using Larson this year, have used Stewart in the past. New books every few yearsgood way to earn a dollar! #
mathchat
8:10 pm
ColinTGraham
:
@
republicofmath
Is coverage of curriculum a challenge in a projectbased approach or are other issues more important? #
mathchat
8:12 pm
maxmathforum
:
@
ColinTGraham
why? 'cause it's cheaper? or better? i kinda like textbooks when they're decent... gives us a project to tackle #
mathchat
8:13 pm
republicofmath
:
@
ColinTGraham
Don't mean to be fatuous when say given up "covering" material. Focus on teaching students. Learning goals/outcomes #
mathchat
8:14 pm
ColinTGraham
:
@
maxmathforum
Not so much cost, as allowing you to construct a course text which does clarify or highlight the 'big ideas' #
mathchat
8:14 pm
mathfour
:
Just happened to pop by  checking out my peop's at #
mathchat
. Y'all having fun?
8:15 pm
ColinTGraham
:
@
mathfour
yes thanks, Bon! You going to join us again? We're discussing teaching to a prescribed curriculum #
mathchat
8:15 pm
republicofmath
:
I'm contemplating notforprofit organization to produce open source texts and h'work grading system #
mathchat
8:16 pm
ColinTGraham
:
@
republicofmath
I think a lot of problems arise when people focus too much on 'coverage' just because it is in the curriculum... #
mathchat
8:18 pm
ColinTGraham
:
@
republicofmath
You could, for example, get 65% for a grade C by doing 65% of the curriculum in depth, rather than 65% 'skimming' #
mathchat
8:21 pm
MrHonner
:
Whether you value the standardized test or not, I think you need to "cover" all the materialnot fair to the students, otherwise.#
mathchat
8:22 pm
MrHonner
:
@
republicofmath
A noble venture! Good luck! Free ebooks will be easier than a free hwgrading system, I bet. #
mathchat
8:22 pm
ColinTGraham
:
RT @
pawatt
Doing exactly this with a group who have C's but now have chance to sit higher, pick what they can understand/replicate #
mathchat
8:23 pm
republicofmath
:
@
MrHonner
Who decides what material to cover. Isn't that the point of this #
mathchat
?
8:23 pm
pawatt
:
@
MrHonner
#
mathchat
some classes are just not going to get some topics so why confuse them?
8:24 pm
MrHonner
:
For my school, the NY Board of Regents decides what we're going to cover. #
mathchat
8:25 pm
republicofmath
:
Time to go home. Let dog 
http://bit.ly/fhnD45
 out for run. Thanks for conversation #
mathchat
8:25 pm
ColinTGraham
:
The question, given a particular curriculum, is where and how the decision is made about what to cover... ideally it should be Ss #
mathchat
8:25 pm
ColinTGraham
:
@
republicofmath
Thanks for getting things kicked off Gary, see you next time! #
mathchat
8:26 pm
pawatt
:
#
mathchat
Curriculum is an amalgamate of what they need pass a test, what they need continue studying and what might be relevant latter on
8:27 pm
ColinTGraham
:
@
pawatt
Any curriculum should probably also allow for differentiation of ability/level too... #
mathchat
8:30 pm
ColinTGraham
:
@
MrHonner
When you say "BoR decides" that presumably means deciding on content, do they monitor if everything's been taught tho'? #
mathchat
8:31 pm
pawatt
:
@
ColinTGraham
#
mathchat
 agreed, actually really miss the intermediate paper
8:32 pm
pawatt
:
#
mathchat
 and even if it has been taught, have they learned it. Scolded by a pupil for teaching from first principles, wanted answers only
8:34 pm
ColinTGraham
:
@
pawatt
There can be that too... students/parents(?) 'demanding' that you only use the course text, teach algorithms and formulae #
mathchat
8:34 pm
MrHonner
:
@
ColinTGraham
In theory, results of the state exams identify what's been taught [effectively]. They do love drilling that data! #
mathchat
8:36 pm
ColinTGraham
:
@
MrHonner
You'd have to have extremely welldesigned tests to effectively identify whether or not a particular item had been done! #
mathchat
8:38 pm
pawatt
:
#
mathchat
biggest problem is low ability groups, feel like reteaching the same topics for 5 years. They access it in lessons but not after
8:39 pm
ColinTGraham
:
To summarise so far: coverage vs depth may be an issue, projectbased and traditional curricula each have different challenges... #
mathchat
8:39 pm
pawatt
:
@
ColinTGraham
#
mathchat
examiners report is a great learning device for A level pupils, they can really spot fundamentals and misconceptions
8:40 pm
ColinTGraham
:
decisions/control over content and how it is presented can be tricky, many teachers have difficulty 'combining' from a curriculum #
mathchat
8:41 pm
MrHonner
:
@
ColinTGraham
Perfect design of exams is an axiom now. Otherwise how could we link teacher performance to student test scores? #
mathchat
8:42 pm
ColinTGraham
:
@
pawatt
Teaching a group of low level learners who don't have the basics by 14 is probably the most challenging thing, I think! #
mathchat
8:43 pm
ColinTGraham
:
@
MrHonner
Interesting to speculate how much of a curric is prescribed because of how it will be examined, rather than usefulness #
mathchat
8:44 pm
pawatt
:
@
ColinTGraham
#
mathchat
Because the school AND the pupils will be assessed forever by the results rather than the content.
8:44 pm
ColinTGraham
:
How much does pressure to 'teach to the test' affect how you approach your given curriculum and delivery of content? #
mathchat
8:45 pm
pawatt
:
#
mathchat
pupils will carry their results forever, you ever fill in an application that didnt ask for your grades?
8:45 pm
colport
:
@
ColinTGraham
within the primary sector, you have little other option in numeracy :( #
mathchat
8:46 pm
pawatt
:
#
mathchat
fundamentally the curriculum needs to open doors, this may be further study at the next level or yes you can do this job
8:48 pm
ColinTGraham
:
@
colport
It's easy for 2ndary teachers to moan about reteaching primary... is the curriculum realistic for 1ary? Testing aside... #
mathchat
8:48 pm
pawatt
:
#
mathchat
of course, really good teachers get them saying 'I like this subject and will dig deeper because I want to not because I have to'
8:49 pm
ColinTGraham
:
@
pawatt
I think most curricula are about being able to test then apply a label which says you are at standard 'X' in this subject #
mathchat
8:51 pm
pawatt
:
#
mathchat
 even standard X feels quite arbitrary. Testing will only ever be a snapshot but what other alternatives?
8:51 pm
ColinTGraham
:
@
pawatt
Can you find ways to get that sort of motivation within, say, GCSE postKS3, or is it too late by then? #
mathchat
8:53 pm
pawatt
:
@
ColinTGraham
#
mathchat
not too late, had awful lessons recovering stuff they dont get, then awesome results with avg lesson on new topic
8:55 pm
pawatt
:
@
ColinTGraham
#
mathchat
Pupils see curriculum coming from you, if you can keep them with you then you can sell them anything
8:55 pm
ColinTGraham
:
OK, last five minutes, any final thoughts on teaching to a specific, prescribed curriculum? #
mathchat
8:56 pm
ColinTGraham
:
@
pawatt
A lot of it is to do with building the student's own selfconfidence about their ability to handle it. #
mathchat
8:57 pm
ColinTGraham
:
@
pawatt
It's also a good idea, when 'teaching to a test', to point out that some questions are there for the 'high fliers'... #
mathchat
8:59 pm
pawatt
:
@
ColinTGraham
#
mathchat
I suppose it is always pushing the boundaries of their knowledge while laying the bedrock at the same time.
8:59 pm
republicofmath
:
You guys still going? I've arrived home, let the dog out, and had a beer #
mathchat
9:00 pm
ColinTGraham
:
@
pawatt
And regarding a curriculum as a 'final sketch' rather than a blueprint. #
mathchat
9:00 pm
pawatt
:
#
mathchat
while at the same time giving them the Grades they need. Dont forget, grades are tools too as they unlock oppurtunities
9:01 pm
republicofmath
:
@
ColinTGraham
I have no pressure to "teach to test" because I do not give tests. #
mathchat
9:01 pm
pawatt
:
@
ColinTGraham
#
mathchat
like that, Ideally you have this mona lisa but your smiley face represents where you are now
9:01 pm
torquedu
:
@
ColinTGraham
@
pawatt
What about a menu of skills within a subject? students work toward setting goals and finding their own paths #
mathchat
9:01 pm
ColinTGraham
:
@
pawatt
For the time being anyway... I much prefer the idea of collecting evidence of progress in a portfolio form! #
mathchat
9:02 pm
republicofmath
:
Holy calculators! A 90 minute #
megamathchat
! #
mathchat
9:02 pm
colport
:
@
ColinTGraham
I don't think 2ndary teachers reteach primary. The gaps are too wide, and the curriculum too narrow #
mathchat
9:03 pm
stefaniegreay
:
"@
republicofmath
: Holy calculators! A 90 minute #
megamathchat
! #
mathchat
". <OMG you are hilarious!
9:03 pm
republicofmath
:
I can give a test with the best of them. All I discovered is that I can make test so any desired % get what I want. Clever me! #
mathchat
9:04 pm
ColinTGraham
:
@
colport
In many ways, it would be better if 2ary did reteach/review basics though...but we wouldn't be covering the 2ary :/ #
mathchat
9:04 pm
republicofmath
:
What about a spectrum of skills assessments  know how, know that, know why ... that students attend to? #
mathchat
9:05 pm
kassiaowedekind
:
@
republicofmath
What's the #
mathchat
topic?
9:05 pm
ColinTGraham
:
@
kassiaowedekind
We are just finishing off! You'll have to catch us next time... #
mathchat
9:05 pm
republicofmath
:
Hey Stefanie, it takes one to recognize one @
stefaniegreay
#
mathchat
9:06 pm
colport
:
@
ColinTGraham
The gap between KS2&3/4 is big, as numeracy is delivered by 'specialists' in secondary #
mathchat
No simple answer
9:06 pm
ColinTGraham
:
@
torquedu
Not possible within secondary system in England, much as we might like to...@
pawatt
#
mathchat
9:06 pm
republicofmath
:
Sort of anything you like  but teaching to fixed curriculum would be good @
kassiaowedekind
What's the #
mathchat
topic?
9:08 pm
republicofmath
:
@
ColinTGraham
Oh no! Colin, don't go. What if we voted for you to continue? #
mathchat
#
bypopulardemand
9:08 pm
ColinTGraham
:
@
colport
No, I still remember the 5year gap with a Yr9 in my teaching practice for PGCE... :O #
mathchat
9:08 pm
stefaniegreay
:
"@
republicofmath
: Hey Stefanie, it takes one to recognize one @
stefaniegreay
#
mathchat
". Hehe...so true. So true.
9:09 pm
ColinTGraham
:
OK, that's a wrap for today! Thanks for the contributions everyone... including the sporadic appearances! #
mathchat
9:10 pm
ColinTGraham
:
Follow @
mathchat
to keep up to date and don't forget to vote for the next topic:
http://bit.ly/c9KL7s
#
mathchat
9:10 pm
republicofmath
:
Heck, who needs @
ColinTGraham
. I think we might have more to say. #
mathchat
9:11 pm
ColinTGraham
:
@
republicofmath
Be my guests.... but don't expect it to make the archive, which I am off to do now! #
mathchat
9:13 pm
republicofmath
:
@
ColinTGraham
Oh, right! leave us "unarchived"! #
mathchat
9:14 pm
republicofmath
:
Have to go let the dog in #
mathchat
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How do I teach to a specific, prescribed curriculum?
As it happened on Monday, 28th March 2011, 20:30  22:00 GMT