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Figure 1.--. |
Maths is one of the core subjects. The approach to maths varies from school to school, but almost most place a strong emphasis on numeracy. Here a major factor in the effectiveness of maths instruction is the small class sizes. Many schools have adopted special maths education schemes. A range of activities involving the class, small groups, or individuals working alone are used to develop basic mumerical skills. Younger children are encouraged to perform basic subtractin and addition skills mentally and are expected to be familiar with the addition and subtraction facts to twenty. Form 4 students are normally expected to learn their times tables. Older children may be streamed so that more advanced mathematics can be presengted to the more advanced children and the others concentrate on developing the more basic skills. The maths program takes into account the requirements of GCSE.
A geodesic dome is half a sphere made out of paper tubes. First we wrapped a sheet of newspaper round the rounders post, then put some glue on the edge of the paper and stuck it down. We then took the rounders post out of the rolled up newspaper and left the paper to dry. When we had made quite a few tubes, we got into groups and made triangles from them. We made a fairly large circle with desks and stapled the corners of the triangles together, so that we made a circle of triangles. After that we kept adding more and more tubes on. We had to stand on chairs and sesks because it was growing very tall. When the last tube was put on and everyone let go, to most of our amazement, it did not fall down.
Andrew Kettle, Junior Wyvern (Queen's College Junior School), 1989-90.
Mr. Vigneault and Mrs. Fabriani's classes initiated a series of Maths Workshops. The chief aims of the workshop are: + To stimulate non-teacher directed mathematical discussion. + To encourage group work with its: feelings of belonging, sense of responsibility towards the grou, learning to respect th opinions of others. + To promote group autonomy and lessen teacher dependence. + To encourage independent recording of results as well as critical evaluation by peer group. + To provide the older child with an opportunity for consolidating learning by leading younger children.
"Kendale Newsletter" (Rome) February 1988.
We measured with rulers, feet, hands, fungers and strings. We measured how long, tall and wide something is. We estimated the terrace. We also estimated from a door to another door. First we estimated, then we measured.
Giulia C, Samme, Giuseppe, "Kendale Newsletter" (Rome) February 1988.
Rocco likes doing patterns with butterflies more than anything else. Carlotta liked cutting out pictures of a symmetrical rabbit. Francesco liked doing the sticking. He liked doing the butterflies too.
Carlotta, Rocco, Francesco, "Kendale Newsletter" (Rome) February 1988.
.... In mathematics, the requirements for Scholarships go about eighteen months to two years beyond those for C.E. Accordingly, in L6A, it is necessary to embark on the syllabus for the third optional maths C.E. paper, known as Maths III, which is a kind of half-way stage between C.E. and Scholarships. Many 'A' stream childrenwill not be quite the high-flyers for whom Scholarships are appropriate; quite a few will go to 6A and end of sitting C.E. including the Maths III. Ten children did so this year, and all except one achieved over 50% in Maths III. ....
JFB, Great Walstead Magazine 1987.
The School does its upmost to keep up with current coeducational thinking. In Mathematics the practical approach recommended by the Nuffield Foundation is used with the younger boys ....
Clifton College Preparatory School Prospectus
