c.
Adapting the Resources for Different Learners or Work
For
pupils who are less able mathematically, it may be better if the
first use of spreadsheet had been scheduled for the second half
of the introductory lesson, after the function game with one operation.
The work on brackets could be postponed until later on in KS3,
so that more time could be devoted to the fundamental ideas of
identifying simple functions and representing them as formulas.
This focus would also aid their development of numeracy. This
approach could be taken with less able pupils in a mixed ability
class by developing more function machine spreadsheets and corresponding
worksheets with more questions.
For
pupils with a low level of IT capability, more experience of using
spreadsheets to explore models and meet challenges by entering
and changing data may be needed prior to the work on function
machines. This is less easy to handle in a mixed ability situation,
but could work quite effectively if a cluster of machines is available
in the maths department for use by part of the class at a time.
Another possibility for helping the less IT capable is to tailor
the spreadsheet screen to reduce the number of options available
on buttons or menus.
For
the more able pupils, more difficult linear functions such as
10-2x, or even non-linear functions such as x2, can be included
as extension material, or they can work on the modelling problems
in worksheets.
The
idea could be used in other years to assist with work on quadratic
functions. The spreadsheets and worksheets could be easily adapted
to any spreadsheet package which had the right features available.
The scheme could be used with a cluster of computers, or a single
computer in the classroom, as part of a scheme in which individual
or groups of pupils' work on different activities. In this case
it would be important to insert instructions to "see the teacher"
at certain key points in order to check on pupils' understanding.
The
topic could be extended to include the graphical representation
of functions, and most commercial spreadsheet programs have a
dynamic graphing facility. The display can be set up in advance,
along with the table and formulas, so that the graph gradually
develops as pupils enter their output values.
Question
for Consideration
- There
are many other possibilities for adaptation and extension of
this work. What ideas can you generate?
 ICT
in Secondary Education index
|
