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'I hear and I forget. I see and I remember. I do and I understand.'
What contribution does a hands-on approach make to learning? The value of practical work has long been recognised at the primary level. Many teachers acknowledge the value of learning by 'doing' rather than just being shown or told. There is also evidence to suggest that studying mathematics in context helps to increase motivation and develop modelling and problem-solving skills. Despite these benefits, practical activities are rarely used in secondary mathematics classrooms. Current research investigates the role and implementation of practical work for post-16 pupils.
Articles to download:
Forrester, Ruth & Searl, John. 'Praktisch Werken: Haal er Alles Uit!' ('Making the Most of It'), Euclides, No 4, 78:168-173, 2003.
Milioni, Dimitra & Forrester, Rut.h ‘Parabolas’, Equals: Mathematics and Special Educational Needs, Vol 6, No 3 p5-6 Autumn 2000, Vol 6, No 3, 2000.
Grant, Fiona & and Searl, John. 'Practical
Activities in the Mathematics Classroom'.
Searl, J.W. 'New life for Napier’s
Bones'.
Searl, John 'Making Sense of Calculus'.
Forrester, R. 'Practical Activities for Post-16 Mathematics', Teaching and Learning Aids and Materials (Hands-on) in Mathematics Education (TSG5 of the 9th International Congress on Mathematical
Education), p21-30, August 2000.
Forrester, R. 'Practical Activities for Post-16 Mathematics', British Society for Research into Learning Mathematics (BSRLM). Proceedings November 1999. ISSN: 1463-6840.
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