Differentiation through Maths Trails

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This resource, written by Olwen EI-Naggar, presents a differentiated activity which enables environmental problem solving and a wealth of off-site, school-based activities. Although the model has been designed for a particular public park, the format is uniform and many of the actual tasks can be lifted directly from it to be used in similar situations in other trails.

After the publication of the Cockcroft Report (Mathematics Counts, DBS, 1982), maths trails increased in popularity, new ways of enhancing mathematics teaching were being sought by teachers and teacher-advisers alike. Maths trails were seen as a way of making mathematical topics meaningful and enjoyable. Trails were laid both to investigate the school environment and explore selected sites further afield.

[b]Section One[/b] - considers the value of maths trails as providers of topics appropriate to students' different learning styles, levels of ability and also of shared mathematical experiences. It outlines the planning and designing of maths trails, ways of getting the best out of them, and suggests follow-up activities.

[b]Section Two[/b] - are the questions from a maths trail in Croxteth Country Park. The questions in this section serve as inspiration to tecahers designing their own trail.

[b]Section Three[/b] - provides a more detailed consideration of follow-up activities.

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