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Guide and features
Guide and features
Science, Technology, Engineering and Mathematics
Featured Early Years Foundation Stage; US Kindergarten
Featured UK Key Stage 1&2; US Grades 1-4
Featured UK Key Stage 3-5; US Grades 5-12
Featured UK Key Stage 1, US Grade 1 & 2
Featured UK Key Stage 2; US Grade 3 & 4
Featured UK Key Stages 3 & 4; US Grade 5-10
Featured UK Key Stage 4 & 5; US Grade 11 & 12
Key Elements of Good STEM Practice
Stage: 3 and 4
Summary: COMMUNICATION, RESPECT AND EMPATHY FOR THE INTERESTS AND GOALS OF OTHERS
Respect for different departments and no sense of any subject being better or more important or more fundamental than any other: the differences are real and significant, but there are also commonalities.
Talk to people in other departments so you know what the differences and commonalities are.
Use positive language when talking about mathematics: it is unfortunately seen as OK to dismiss maths as un-cool, pointless, geeky or to confess to being pretty bad at it. This has a very negative impact on students.
Build on learning from other subjects, rather than trying to teach things from scratch that students might have encountered elsewhere.
Realise that all SET teachers will have to teach maths at some points in the curriculum.
Don't assume that the maths is easy for students when it is located in a context where they wouldn't expect to find it.
Don't assume that the maths is easy for students just because you think it is obvious.
Try to find the hidden gems in any topic area, even if it is not your personal favourite.
Be aware that the role of the teacher is as a learning facilitator in many cross-curricular activities, rather than the transmitter of all of the knowledge.
It is OK not to know 'all' the answers. In fact, it is desirable to provide contexts in which you do not know all the answers to all possible questions! How else are students to learn how to solve real problems?
Always use units.
Make yourself aware of differing uses of notation/terminology
Make yourself aware of key confusables (e.g. weight/mass)
Stress to students that subject barriers are merely a teaching convenience.
Be aware that the mathematisation of the natural world is both subtle and amazing!
Meet the team
The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice. More information on many of our other activities can be found here.
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NRICH is part of the family of activities in the
Millennium Mathematics Project