Jamie Sneddon

[Jamie Sneddon @jd_sneddon]

@annafergussonnz @MathsChatNZ I have not had the fortune(?) to teach Level 3 Statistics yet. I would hope they could structure their own paragraphs, but suspect many would still struggle. #MathsChatNZ

[Jamie Sneddon @jd_sneddon]

@MathsChatNZ #MathChatNZ A6: I had success with some (very capable) Level 1 ss who I had write tweets (140 characters) about the centre/spread/shape and then conclusion of a 1.10 practice data set. With this (ridiculous) constraint, what do you absolutely NEED to say?

[Jamie Sneddon @jd_sneddon]

@MathsChatNZ #MathsChatNZ A4: I'm not sure that we have much of a choice. Most of our standards are quite prescriptive about what an acceptable question must look like.

[Jamie Sneddon @jd_sneddon]

@ArnoldPip @MathsChatNZ #MathsChatNZ A Roman pace (passus) was from foot to same foot (two 'steps'). A passus is about 1.5 metres, and then 1000 passus in a Roman mile (about 0.9 imperial miles).

[Jamie Sneddon @jd_sneddon]

@ElizabethSnedd4 #MathsChatNZ yay networks! boo 'optional'

[Jamie Sneddon @jd_sneddon]

@MathsChatNZ @elsubash A3: Hard to answer in a tweet! I'll just answer for level 2: across three different courses, all but 2.3 (seq & series) and 2.8 (questionnaire) this year. In 2020 - between the courses, looks like it'll be everything from 2.1 to 2.14.

[Jamie Sneddon @jd_sneddon]

@MathsChatNZ @elsubash A2: Junior ss need to follow the full cycle, not shortened versions. They need to make it right through the PPDAC cycle, including the last step (Evaluation) back to the beginning. Otherwise it's not a cycle!

[Jamie Sneddon @jd_sneddon]

@elsubash @MathsChatNZ With a 2019 sample size of N=1, I don't know that you have enough evidence for a trend quite yet...

[Jamie Sneddon @jd_sneddon]

@jhocklynz @MathsChatNZ It's still not exactly user-friendly, but the reports it generates give some good detail on what at student's gaps are. #MathsChatNZ

[Jamie Sneddon @jd_sneddon]

@PriscillaAllan @MathsChatNZ They also really enjoy making their own board games - once they see one game with algebra rules, they can make similar ones of their own. Have see some stunning student work designing (and playing) their own games. #MathsChatNZ

[Jamie Sneddon @jd_sneddon]

@MathsChatNZ A6: My classrooms are noisy, and (mostly) productive. If you're on-task, I usually don't care how much noise you're making. A bit of banter back and forward keeps me sane too. I try to have a culture of helping each other, with varied success. #MathsChatNZ

[Jamie Sneddon @jd_sneddon]

@PriscillaAllan @MathsChatNZ I really like when students "discuss the math in a messy manner". It helps leading into discussions of formality when their answers are ambiguous or misinterpreted by their peers. #MathsChatNZ

[Jamie Sneddon @jd_sneddon]

@elsubash @MathsChatNZ A5: I am much the same - it's mostly juniors. They like 'Greedy Pig' as a collaborative game. All play with the same dice roll. Hilariously competitive, very rowdy.
https://t.co/l1WKGdDtew
#MathsChatNZ

[Jamie Sneddon @jd_sneddon]

@ibpossum @elsubash What level of NCEA do chemistry students need logs for pH? Is it something we should be teaching earlier in NCEA Level 2? #MathsChatNZ

[Jamie Sneddon @jd_sneddon]

@MathsChatNZ A4: Yes - but not often - from ts, ss and parents. Even at the S/A level of SAMR.
"The computer is doing all the thinking for them", "Learning how to do this on a computer is hard", "I learned from a textbook when I was in school". #MathsChatNZ

[Jamie Sneddon @jd_sneddon]

@elsubash @NStevenson @LisKiwi @MeganC_007 @s_mcconnachie @joboaler I read something the other day that suggested that we shouldn't tell students about growth/ fixed mindsets: that being tested for the 'wrong' mindset and experiencing an 'intervention' to 'repair' their mindset is unhelpful. Thoughts? #MathsChatNZ

[Jamie Sneddon @jd_sneddon]

@MathsChatNZ A3: Fallacy. But,... algebra is a big topic, so /what exactly/ is being learned 'properly'? Substitution and rearranging to make the subject can be productively taught with equations in other subjects (e.g. Physics), but factorising might not arise as naturally. #MathsChatNZ

[Jamie Sneddon @jd_sneddon]

@MathsChatNZ A2: I've found that the Facebook groups for NZ maths teachers sometimes lead to really productive discussions and ideas. #MathsChatNZ