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ATM Conference 2011
Conference 2011 • Celebrating Gattegno • Mon 18 – Thu 21 Apr 2011
This year we celebrate fifty years of conferences and hope to take the opportunity to reflect on our roots and look forward to the future. The conference title is ‘Celebrating Gattegno’. Throughout the conference a strand of sessions will explore the philosophies of the founder of the ATM, Caleb Gattegno, his model of the learner and the subsequent approaches to the learning and teaching of mathematics.
The Telford Campus of the University of Wolverhampton is hosting this conference with it’s superb mixture of historic house and modern buildings.
You could run a session...yes...you could
The ATM Conference is well known for the broad range of its sessions. The are led by people who have an enthusiasm for tried and tested approaches, an excitement over an idea. You do not need to be an experienced presenter to lead a small group of like-minded professionals through a favourite topic.
Would you like to run a session, have you a good idea for a session for our next conference in Telford.
The conference team would like to hear from anyone who would like to run a session at our Annual Conference at the University of Wolverhampton, Telford Campus on 18-21 April 2011.
Please suggest yourself to run a session, ask for more details or discuss the beginnings of an idea for a session.
We particularly would like to hear from people who have not run a session before and we will link you with someone who ‘knows the ropes’ who will be able to talk through any questions you may have about sharing your experience and creativity with colleagues.
Contact firstname.lastname@example.org by email in the first place.
An introduction to sorting systematically and finding all possibilities
Children are introduced to mathematical investigations from a young age. One type of investigation is finding all the possibilities and children are encouraged to be systematic in their approach to this.
One of the difficulties they face is a lack of experience of sorting complete sets. Mathematical Allsorts is designed to fill this gap.
Children are initially given a complete set of cards from Mathematical Allsorts to look at. Through playing with the cards they will begin to understand the 'structure' of the cards. Several of the sets have a similar structure but look different. Once children understand the structure using one set of cards they should be encouraged to make connections when working with the other set.
Children might then be given one of the blank grids to try to produce all the possibilities in a given set.
The larger sets of cards in Allsorts 3 can be used for differentiating investigations where children are asked to find all the possibilities. For example if children are asked to find all the possibilities for ice-cream cones containing up to three flavours of ice-cream, some of the class may use a blank grid, but others may be given a set of cards with up to five missing. By organising the cards they can ascertain which cards are missing.
Seeing and understanding the underlying structure is important. The Structure section shows some examples of possible ways of seeing the structure of a set. Note that these a re not unique - the structure may be seen in different ways.
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