Channel 4 ‘Maths Mansion’ Maths for 9-10 year olds

[Pages:4]? ATM 2007 No reproduction except for legitimate academic purposes copyright@.uk for permissions

Channel 4 `Maths Mansion'

Maths for 9-10 year olds

This series of television programmes has been designed for the two year-groups in the 9-11 age range with ten 10 minute programmes on each video and is accompanied by a teacher's guide and an activity book.

The programme is based around a Maths Mansion, just as the title of the series is called. It is presented like a quiz/game show overseen by a character named Bad Man. He hosts the show and challenges children (the contestants) with questions, problems and puzzles. However, there is Sad Man! He keeps appearing in the programmes, much to Bad Man's efforts to keep him out. Sad Man (a kind of dated, uncharismatic, cord trouser wearing, leatherette elbow patch wearer) is accompanied by his Great Big Hen and Eggy Zeros. Maths Monster machines also appear in each programme who model the maths focus for that episode and make it concrete.

The activity book contains three activity sheets to accompany each programme, which is helpful for differentiating in a mixed ability class. The Teacher's guide provides an outline of what to expect, the learning outcomes for each programme and a vocabulary list, which is a helpful addition. The activity book contains suggestions as to what may need to be said to the children before viewing, during viewing (including the words to the songs that they sing in the programme) and after viewing. The notes for the particular programme I reviewed also has suggestions on displaying the children's completed work. These are followed by some problem solving questions. Other programme notes contain not only this type of help but also suggest games that the children could play to reinforce their understanding of the concept taught. In each programme there is a viewer's challenge. This is noted in the teacher's guide together with the answer.

I am always a little sceptical of mathematics on television aimed at children older than six. I suppose it's because I haven't seen one yet that I was happy to show my class. I was asked to review this just as my year 5 class (who are fairly able children) were revisiting addition and subtraction of 3-digit numbers. The programme that seemed to fit in with my objectives quite well for this lesson, was programme 12 `Nine Nits is All There's Room For'. Just the name of the characters put me off when I read what was in it. I thought it may be aimed a little low for my year 5 children, but I was willing to let them be the judge of that.

As the title suggests, there is a little humour throughout the programme. The Nits relates to `units' and for the tens Hens are used. I wondered if some of the more able children might be offended by this talking down to approach and whether such vocabulary undermines mathematical integrity. We used the activity `Crack the Code'. I did not feel it necessary to photocopy the sheet for everyone for it had only two questions and a challenge question on it. I wrote it up on the board for them to have a go at. E.g. Letters are used in place of digits. The children are asked to explore what the numbers could be to make the additions correct.

DDF +EDF

GEE

The same letter stands for the same digit throughout

I got the children to work in pairs and discuss with other pairs their ideas for cracking the code. This proved to be a very enjoyable activity. Many of the children worked out an answer fairly quickly but got it wrong. When challenged about their result, they were very eager to go away and reconsider their line of thought. It was a good exercise. Fun to do and quite rigorous, especially the challenge suggestion, which asked them to look at a subtraction and then write their own code sums for a friend. When I felt they had completed two codes (at least) I brought them back together to discuss their strategies. A very interesting discussion ensued, teaching me and them a lot about each other and how differently we all look at

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problems. I then finished with looking at the television programme, which the children were looking forward to.

Their faces said it all as I observed them watching the programme. At first, a look of disbelief. Then they grinned at each other and then looked at me to check my expression. I felt I knew what they were going to say. Perhaps my initial reaction was the right one? When the characters and humorous voices started to sing, they laughed disparagingly. However, after a while they began to sing along with them. When the programme had finished, I asked for their opinions. `It was weird' `Crazy' `Disturbing' (goodness!) `I found it confusing, too flashy' `There was too much going on' `I thought it was a bit beneath us' This last comment I picked up on. Not all were of this opinion, but many did think that it talked down to them. Especially the characters talking to their audience. We then talked through the structure of the programme. I reminded them that this was programme 12 and perhaps they needed to see some of the earlier ones to appreciate the format. The children who had kept quiet during this discussion then said that they thought it was funny. Others said it was `excellent' and `imaginative'. This changed the whole direction of the conversation. The others began to think that this may have been just a first impression and would like to see another programme to be able to make a firm judgement. Fair enough, or was this just another plan for year 5 to get to watch television?

I gave them the benefit of the doubt and the following week we watched programme 1. As a class they had a firm understanding of place value and multiplying numbers by 10 and 100, which this programme was about. `Not the Great Big Hen' was its title and I used it as a recap at the end of a problem solving investigation. When the programme had finished they immediately asked to see another. When I asked why, they felt that they really had got to like the characters. Those that were sceptical last time, including myself, were now saying, that they liked the characters and concluded that they would definitely like to see more programmes.

In conclusion then, once the children have seen the format and got to know the characters, one could see that they might enjoy the programmes. I like the idea of a song about the mathematical concept they were focussing on in the programme. The children picked up on these irritating tunes very quickly, and it certainly seemed to help them remember the important facts of the lesson.

Would I use these videos and activities with my year 5 class? Yes I would. Some concepts are very difficult for some children to grasp, and there are some well structured suggestions in the Teacher's guide and some good activities to scaffold children's learning. The Various programmes tackle some tricky areas like fractions, Measures, Shape and Space, Calculations, Solving Problems, Numbers and the Number System. As I have said, once you get used to the format and characters, I think the children will love these programmes. They will complement and reinforce some key areas of mathematics. They are, despite my reservations about language and mathematical precision, fun!

Judy Sayers Codicote (C of E) Primary School, Hertfordshire at the time of writing this, currently working as Senior Lecturer in Mathematics Education, University College Northampton

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? ATM 2007 No reproduction except for legitimate academic purposes copyright@.uk for permissions

The attached document has been downloaded or otherwise acquired from the website of the Association of Teachers of Mathematics (ATM) at .uk Legitimate uses of this document include printing of one copy for personal use, reasonable duplication for academic and educational purposes. It may not be used for any other purpose in any way that may be deleterious to the work, aims, principles or ends of ATM. Neither the original electronic or digital version nor this paper version, no matter by whom or in what form it is reproduced, may be re-published, transmitted electronically or digitally, projected or otherwise used outside the above standard copyright permissions. The electronic or digital version may not be uploaded to a website or other server. In addition to the evident watermark the files are digitally watermarked such that they can be found on the Internet wherever they may be posted. Any copies of this document MUST be accompanied by a copy of this page in its entirety. If you want to reproduce this document beyond the restricted permissions here, then application MUST be made for EXPRESS permission to copyright@.uk

The work that went into the research, production and preparation of this document has to be supported somehow. ATM receives its financing from only two principle sources: membership subscriptions and sales of books, software and other resources.

Membership of the ATM will help you through

? Six issues per year of a professional journal, which focus on the learning and teaching of maths. Ideas for the classroom, personal experiences and shared thoughts about developing learners' understanding.

? Professional development courses tailored to your needs. Agree the content with us and we do the rest.

? Easter conference, which brings together teachers interested in learning and teaching mathematics, with excellent speakers and workshops and seminars led by experienced facilitators.

? Regular e-newsletters keeping you up to date with developments in the learning and teaching of mathematics. ? Generous discounts on a wide range of publications and software. ? A network of mathematics educators around the United Kingdom to share good practice or ask advice. ? Active campaigning. The ATM campaigns at all levels towards: encouraging increased understanding and enjoyment

of mathematics; encouraging increased understanding of how people learn mathematics; encouraging the sharing and evaluation of teaching and learning strategies and practices; promoting the exploration of new ideas and possibilities and initiating and contributing to discussion of and developments in mathematics education at all levels. ? Representation on national bodies helping to formulate policy in mathematics education. ? Software demonstrations by arrangement.

Personal members get the following additional benefits:

? Access to a members only part of the popular ATM website giving you access to sample materials and up to date information.

? Advice on resources, curriculum development and current research relating to mathematics education. ? Optional membership of a working group being inspired by working with other colleagues on a specific project. ? Special rates at the annual conference ? Information about current legislation relating to your job. ? Tax deductible personal subscription, making it even better value

Additional benefits

The ATM is constantly looking to improve the benefits for members. Please visit .uk regularly for new details.

LINK: .uk/join/index.html

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