Teaching approaches: Thinking strategically
- Applying and consolidating
- Exploring and noticing structure
- Posing questions and making conjectures
- Reasoning, justifying, convincing and proof
- Thinking strategically
- Visualising and explaining
- Working systematically
- Active learning
- Applying and consolidating
- Argumentation
- Assessment
- Classroom management
- Collaboration
- Curriculum development
- Curriculum planning
- Dialogue
- Differentiation
- Discussion
- Drama
- Exploring and noticing structure
- Games
- Group talk
- Group work
- Higher order
- Homework
- Inclusion
- Inquiry
- Introduction
- Investigation
- Language
- Learning objectives
- Mathematical thinking
- Modelling
- Narrative
- Open ended
- Planning
- Planning for interactive pedagogy
- Planning for professional development
- Posing questions and making conjectures
- Questioning
- Reasoning
- Reasoning, justifying, convincing and proof
- Scientific method
- Sharing practice
- The ORBIT Resources
- Thinking strategically
- Visualisation
- Visualising and explaining
- Whole class
- Working systematically
Relevant resources
Algebra | Diamond Collector | |
Collect as many diamonds as you can by drawing three straight lines. This lesson idea is about thinking strategically^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Handling Data | Non-transitive Dice | |
Alison and Charlie are playing a game. Charlie wants to go first so Alison lets him. Was that such a good idea? This lesson idea is about thinking strategically^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. | ||
Number | Factors and Multiples Game | |
A game in which players take it in turns to choose a number. Can you block your opponent? This lesson idea is about thinking strategically^{(ta)}.
The collection of NRICH activities are designed to develop students capacity to work as a mathematician. Exploring, questioning, working systematically, visualising, conjecturing, explaining, generalising, justifying, proving are all at the heart of mathematical thinking. This particular resource has been adapted from an original NRICH resource. NRICH promotes the learning of mathematics through problem solving. NRICH provides engaging problems, linked to the curriculum, with support for teachers in the classroom. Working on these problems will introduce students to key mathematical process skills. They offer students an opportunity to learn by exploring, noticing structure and discussing their insights, which in turn can lead to conjecturing, explaining, generalising, convincing and proof. The Teachers’ Notes provided focus on the pedagogical implications of teaching a curriculum that aims to provoke mathematical thinking. They assume that teachers will aim to do for students only what they cannot yet do for themselves. As a teacher, consider how this particular lesson idea can provoke mathematical thinking. How can you support students' exploration? How can you support conjecturing, explaining, generalising, convincing and proof?. |