cognitive acceleration
DEVELOPING CHILDREN'S THINKING
How is it different to 'normal' Maths lessons?
CAME has provided the time for us to reflect upon our teaching strategies and putting thinking at the heart of the agenda rather than judging performance on how much a child can recall.
The CAME approach to teaching can be described as: from each according to his ability: to each according to his need. Rightly, normal mathematical learning experiences comprise on the one hand instruction and practice, and investigation and problem-solving on the other. How do Thinking Maths I lessons differ from both of these?
Instruction and practice focus on a given objective and assume the ability of the whole class to benefit: TM recognises a range of levels of ability in any class in any one context, of which only one may properly process the lesson objective. Hence TM proposes agenda to be addressed rather than objectives to be reached by all. On the other hand, investigation and open-ended problem-solving allow each pupil to proceed in their own direction within their own capability: TM corrals the pupils within the mathematical context, and asks all to collaborate, from wherever they are, in constructing insight at all levels of understanding which are implicit in the concepts within.
The structure of each TM lesson is based on an analysis of the different levels of difficulty of all the concepts that may be implicit in the mathematics featured: this could also be called the Piagetian element. The conduct of each lesson is based on the principle that collaborative learning, well managed, allows each to contribute from where they are to the collective insight achieved, and allows each to draw from that source what will move their thinking forward: this could also be called the Vygotksian element. The CAME art is to marry these two.
