About Go Teach Maths
These resources are designed with both the student and teacher in mind and the primary concern of simplifying the process of knowledge transfer. This involves clear demonstrations of mathematical methods and then achievable and measurable goals for students. Go Teach Maths’ resources often involve immediately measurable results – either through collaborative learning or by answer-matching. This means students can monitor their own progress and teachers are allowed more time to provide targeted individual support within the classroom.
Unfortunately, mathematics still faces negative mindsets from students (and often parents!). Many of the activities here are physical, cooperative or competitive. These are often things not expected in a maths lesson and this allows students to avoid the negative associations they may have with the subject and focus on achievement instead.
Finally, skills and knowledge are solidified through practice and if this is provided through interesting, unique, and maybe even fun activities, the hope is students will be more likely to engage with the learning process.
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Boaler, J. (2016) The Elephant in the Classroom: Helping Children Learn and Love Maths. St Ives, Souvenir Press
Chinn, S. (2009) Mathematics Anxiety in Secondary Students in England. Dyslexia. 15 (1), 61-68.
Dotson, M, J. (2001) Cooperative Learning Structures Can Increase Student Achievement. Kagan Online Magazine.Available from: https://www.kaganonline.com/free_articles/research_and_rationale/increase_achievement.php [Accessed 13 April 2017].
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Kagan, S. & Kagan, M. (2009) Cooperative Learning. San Clemente, Kagan Publishing.
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Yeager, D. S., & Dweck, C. S. (2012) ‘Mindsets that promote resilience: When students believe that personal characteristics can be developed.’ Educational Psychologist, 47(4), 302–314.