*Memory* is incredibly interesting.
I've been studying it for a few years and hardly scratched the surface!
Here are 3 key things I've learned and what I think they might mean for teachers... ๐งต
@nomad_penguin Secondly, there was a task I remember you doing with us at Uni, where you asked us to prove that we were right, that we had found every viable answer (sequences that have the same median/mode). This has changed how I check my work, as now I try prove to myself that it's correct.
105 minute long theory classes are a struggle to get through. Anyone have ideas on some good brain break activities that take 5-10 minutes for a class of yr 9's?
One thing I will have to have a go at later was with the cranes- that if unfolded and coloured in in a manner that has no two adjacent shapes being the same colour, limited to two colours, that one side of the crane will be one colour, and the other side the other.
Just attended a fascinating workshop by Helen Booth on origami and mathematics. Was really interesting to investigate origami as a creative and hands on application of mathematics #MASA2021
It was fascinating to think through the Bryony triangle as well. We were required to fold up this shape, and colour one of the smallest triangles. On unfolding, the question was what fraction of the paper is now coloured in. A great fractions and critical thinking problem.
@DavidKButlerUoA@mathemaniac@cass_lowry @katherinequane My creations from this session. Was a lot of fun, always good to explore mathematics in such a playful format!
Another version with a similar idea with the hearts but this time only a quarter of the cube is coloured (the grid I was using to track the area coloured is more clear here)
I started working with making each face a 4x4 grid, and so knowing I needed 48 of the resulting small squares to colour half of the cube. A large heart was equivalent to 10 of those squares and the four smaller ones were equivalent to 6 squares