For this tool you will need the following resources:
- WC-1 PowerPoint
- Handout 1: Emergency calls
- Handout 2: Telecommunication
- Handout 3: Entrance matting
- Handout 4: Container logistics
- Handout 5: Choc-chip mining
- Video: Teacher discussion
The aim of this tool is to introduce teachers to five examples of tasks that connect mathematics to the world of work using a range of different approaches. These provide an opportunity for the group to explore the different ways in which connections to the world of work might be made and raise questions that can be explored further by using the following tools:
The five tasks should be circulated to the group as pre-reading so teachers can become familiar with these before the session.
Start by briefly discussing the tasks with the group using the question: How do these tasks connect learning mathematics to the world of work?
Show the short video clip of teachers discussing the tasks.
Ask the teachers to work in small groups for about 20 minutes to try and categorise the tasks in some way. These categories are not predetermined but should arise from teachers’ discussions, although the following questions may be helpful to consider:
- Do workers really use mathematics and science in the way suggested by the task?
- Does the task provide an authentic experience?
- When doing the mathematics or science required with the task can students forget about the context or does it remain important?
- Does the task have any features that result in mathematics or science being used in ways that are different from those usually experienced by students?
Bring the group together to share the main points from their discussions.
Ask the teachers to select a task that is set in a work context, from the Mascil classroom resources or an alternative source, and use this with a class before the next professional development session. They should reflect on the points arising from this discussion in the light of their classroom experience and be ready to share their thoughts at the next session.