Zoom pedagogy and isosceles triangles

Barbara Before the conference, ATM ran some online training sessions for seminar leaders and I attended because Derek was working. For me they did not work very well: there were several reasons for this, best explained by comparing participating in a breakout room with participating when sitting rou...

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Bibliographic Details
Published inMathematics Teaching no. 277; pp. 18 - 21
Main Authors Ball, Barbara, Ball, Derek
Format Trade Publication Article
LanguageEnglish
Published Derby The Association of Teachers of Mathematics 01.07.2021
Subjects
Calculators
Conferences
Conferences (Gatherings)
Distance learning
Electronic Learning
Mathematics Activities
Mathematics education
Mathematics Instruction
Numbers
Online instruction
Seminars
Student participation
Teaching Methods
Triangles
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Summary:Barbara Before the conference, ATM ran some online training sessions for seminar leaders and I attended because Derek was working. For me they did not work very well: there were several reasons for this, best explained by comparing participating in a breakout room with participating when sitting round a table in a classroom. [...]some people in my experience chose to remain silent with their cameras switched off, thus becoming a ghostly presence. The event in the second session that generated the most discussion began with my challenge to consider the six angles of the two triangles in Figure 4 and to discover, with or without using calculators, any pairs of angles that were equal. What excited me, and continues to surprise me, about Mike Ollerton's starting point is the number of different directions I could wander off from it.
ISSN:0025-5785