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Complete Mathematics/Teach, Do, Practise, Behave: Fractions
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  • £16.67

Teach, Do, Practise, Behave: Fractions


In this course we will look how we can phase the learning of different topics using the teach, do, practise, behave model. 

In particular we will look at a snap shot of how we could teach a learning episode, including some useful tasks and models to use to offer opportunities to connect ideas and build true conceptual understanding. This course builds on previous courses using Cuisenaire Rods and bar modelling.
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Contents

What are Fractions?

In this section, we explore some key ideas surrounding the understanding of fractions.
What are fractions?
  • 18 mins
  • 529 MB
Preview
Early Predictors of High School Achievement (Siegler et al., 2012)
  • 682 KB
Revisiting a Theoretical Model on Fractions (Charalambous et al., 2005)
  • 120 KB
The Rational Number Sub-Constructs as a Foundation for Problem Solving (Doyle et al., 2015)
  • 799 KB
Fractions (Askew, 2011)
    Mindful Learning (Langer, 2000)
    • 165 KB
    Fractions in other representations
    • 13 mins
    • 351 MB
    Equivalence and Comparison
    • 15 mins
    • 416 MB

    Teach, Do, Practise, Behave

    In this section, we will look at a proposed model for planning learning episodes and not lessons.
    Phasing Learning
    • 11 mins
    • 357 MB
    Representational Fluency in Middle School: A Classroom Study (Nathan et al., 2002)
    • 269 KB
    The Real Story Behind Story Problems: Effects of Representations on Quantitative Reasoning (Koedinger et al., 2004)
    • 721 KB
    Bridging Instruction
      Teaching and Doing
      • 19 mins
      • 562 MB
      Learning from Examples: Instructional Principles from the Worked Examples Research (Atkinson et al., 2000)
      • 2.1 MB
      Mistakes on display: Incorrect examples refine equation solving and algebraic feature knowledge (Barbieri & Booth, 2020)
      • 2.14 MB
      Examples and Tutored Problems: How can Self-Explanation Make a Difference to Learning? (Najar & Mitrovic, 2011)
      • 218 KB
      What is Practising?
      • 12 mins
      • 373 MB
      Mathematical Fluency: the Nature of Practice and the Role of Subordination (Hewitt, 1996)
      • 468 KB
      What does 'behaving' look like?
      • 7 mins
      • 146 MB
      Developing mathematical fluency: comparing exercises and rich tasks (Foster, 2017)
      • 1.31 MB
      Assessing Mathematical Proficiency: What is important? (Burkhart, 2007)
      • 491 KB
      Low attainers exhibiting higher-order mathematical thinking (Watson, 2001)
      • 87.8 KB
      What makes a Rich Task? (Griffin, 2009)
      • 368 KB
      A Learning Episode...

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