Introduction This course looks at visualisation as it relates to mathematics, focusing upon how it can be used to improve learning. It will also identify ways in which to make more use of visualisation within the classroom. Find out more about studying with The Open University by visiting our online prospectus.
3.12.4 Modern Languages In modern languages courses, as you would expect, the emphasis includes listening and speaking skills as well as reading and writing skills. To learn to be creative and spontaneous in the language you are studying, you need to practise listening and speaking throughout the course and in revision. Working through t 3.11.3 Maths, sciences and technology The additional points we would want you to be aware of as you plan your revision in these subjects relate to the different ways in which you are called upon to present your answers. These might be: short reports multiple-choice answers dif 3.11.2 Answering a question in exam conditions Write out a few exam questions on pieces of card, shuffle them and then pick out a question at random and try to answer it in the time the exam allows. Doing this can give you a sense of the amount you can reasonably write in an exam. You should also get an idea of whether or not you are being too ambitious about what you can cover within the time constraints of an exam. You should be wary of overshooting the timeslot for an exam answer, and not leaving enough time to complete the remaining a 3.2 Looking at the thinking a further education course involves A further education course will provide many practical opportunities for developing thinking. These will be integrated into activities such as: reading texts; doing in-text activities and self-assessment questions; listening to tapes; watching videos and TV programmes; making notes; doing assignments and reflecting on assignment feedback; doing exams; participating in tutorials; attending day schools, workshops and residential schools; participating in self-help groups; talking to a tutor; pl 1.3.1 Cultural traditions Just now I said quite confidently that you already know a lot about the subjects that make up the arts and humanities even if you have not studied them before. But how can I be so sure? What makes me certain is that, like everyone else, you were born into a human culture. As you were growing up within that culture you were hearing and seeing all the things the people around you were busy saying, doing and making. And you were learning to think and understand, do, say and make similar kinds of 7.1 Introduction Charts, graphs and tables are all very helpful ways of representing a set of data. However, they are not the only ways of passing on information about data. This section looks at how you can analyse a set of data to summarise the given information as briefly and simply as possible. Essentially, there are two features of a set of data that enable summarising: the average and the spread. This section starts by looking at what is meant by ‘average’. If you have already studied Worki 4.7 Proportion We can use a number of different ways to indicate change – fractions, decimals, and percentages tend to be the ones with which many of us are familiar. Which of these represents the greater proporti 3 Reading articles for mathematical information We gain much of our mathematical information from our surroundings, including reading newspaper and magazine articles. A skill that will be useful to all of us in our studies is the ability to do this in a structured way, as it is very easy to be uncritical of the information that we see. Newspapers and magazines frequently place mathematical information in the form of graphs and diagrams. All too often, we tend to assume that the information is correct, without questioning possible bias or i Learning outcomes After studying this course, you should be able to: reflect on existing skills and mathematical history, set up strategies to cope with mathematics and assess which areas need improving understand the following mathematical concepts, through instruction, worked examples and practice activities: reflecting on mathematics; reading articles for mathematical information; making sense of data; interpreting graphs and charts draw on a technical glossary, p Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Grateful acknowledgement is made to the following sources for permission to reproduce material in this course: Course image: Sebastien Wiertz in Flickr made available under Creati 1.3.1 What evidence are we reading? Social scientists use particular methods to gather qualitative evidence, from observation to interview, but they also use autobiographical accounts, journalism, and other documentary material to flesh out and add meaning to statistics. As with reading numbers, reading textual evidence requires us to practise, to set time aside to learn how to do it, and to understand the conventions of writing which operate in the different forms of writing we encounter. One of the main pr 1.3 Psychology has social impact The relevance of psychology to everyday concerns, and the ease with which it can be popularised and used, mean that psychological knowledge – some of it dubious, some of it accurate – is continually absorbed into culture and often incorporated into the very language we use. Examples of psychological concepts that have entered popular discourse include the notion that we are predisposed, both through evolution and through the functioning of our brains and nervous systems, to behave in cert 1.1 Psychology in everyday life Psychological ideas are popular in everyday life because the subject matter of psychology is people and, hence, ourselves. Even if you have never studied any psychology before, it is likely that you will have encountered psychological ideas in the media or in discussions with other people. Psychological research findings and their practical and professional application are regularly in the newspapers, on television, radio, and on the Internet. For example, the possible evolutionary origins of Introduction The key message of this course is that different psychologists focus on different aspects of human behaviour in different ways. Take the topic of learning, some psychologists will study what happens in our brain when we learn, while others will consider how we learn within a social context. This course will first highlight how psychology is now a very visible part of everyday life and then explore its diverse roots in medicine, philosophy, biology, psychoanalysis a References 5.1 Introduction Creativity should not be considered a separate mental faculty but a characteristic of our way of thinking, knowing and making choices. Creativity seems to emerge from multiple experiences, coupled with a well-supported development of personal resources, including a sense of freedom to venture beyond the unknown. The most favourable situation for creativity seems to be interpersonal exchange, with negotiation conflicts and co 1.1 Creating creativity Read the poem below, ‘The Hundred Languages of Children’ by Loris Malaguzzi (translated from the Italian by Lella Gandini). Consider how the school curriculum and environment may or may not encourage creativity in children. Do you agree or disagree with the statements expressed in the poem? Note down your thoughts or the thoughts of your group so you can review them as you continue to work through this unit and engage with some of the debates on creativity. Acknowledgements This unit was prepared for TeachandLearn.net by John Morgan. John works at Bristol University where he teaches on the geography PGCE course. Before that he taught geography in schools and colleges. He is the co-author of Essential AS Geography (2000) Nelson Thornes and Teaching to Learn Geography (forthcoming) RoutledgeFalmer. The content acknowledged below is Proprietary (see (see Author(s): Advanced French: At the science museum in Paris
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Using the topic of science and technology in France, this free course, Advanced French: At the science museum in Paris, will show you how to structure arguments, write a summary, use the subjunctive, report numbers and express wishes in French. First published on Fri, 17 May 2019 as Author(s):
