The following materials are draft versions produced in the first phase of the project.
If you're interested in implementing the materials with your class and helping to develop them with your feedback, contact email@example.com and your country's responsible PiCaM staff will contact you.
The finalized versions will be uploaded in Summer 2019.
This activity is designed to build a learning group where everybody matters and everyone has an equal role to play. It offers an embodied experience of multiples and factors, common multiples, primes and co-primes.
The activity explores the history of European colonisation through studying maps and globes. The ways in which representations can intentionally or otherwise mislead is addressed.
This activity creates spaces, inside and outside the school context, for children to collaborate and share experiences amongst themselves and with others through playing mathematical games or making mathematical crafts. The game or the craft becomes a way to access the complexity of living together in the urban landscape; and the mathematics of the game or the craft becomes a way of signifying connections between words, bodies and algorithms.
This activity supports a discussion amongst children with teachers about crisis and solidarity in the local setting and how it relates to economic crisis in society. The activity is grounded in classroom based group work and aims to support children and teachers in a collaborative project that critically explores the use of mathematics.
Magic squares have been created and used by many different cultures since ancient times. They have a beauty and symmetry that can give satisfaction to those who enjoy solving puzzles. They can also give important messages about balance and interdependence and have led to applications in various areas of life.
The activity supports the development of geometric understanding through the use of two dimensional shapes in cultural and religious symbolism and though their use in architecture, particularly in the use of tiling. Throughout there are opportunities for exploring how symbolic representations are underpinned by ideas and beliefs.
The students get into the topic of ratios based on the distribution of land use patterns in different countries. Also, the climatic and geographical differences in terms of land use are addressed. They work with data and get to know advantages and disadvantages of simplifications and modelling.
In this activity, students will explore human perception of time through the exploration of different calendars. Using philosophical questioning regarding the idea of time, and its measurement, they will be encouraged to research and compare the solar (Gregorian) and the lunar (Hijri) calendars, as well as other calendars used by different traditions and civilizations. In addition, students are likely be challenged to use mathematical skills and problem solving to convert dates using these different calendars, and lead to discuss the notion and idea of time in theoretical terms, as well as its contemporary relevance.