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Mathematical Studies |  |\n| Nikki Cooper Autumn 2022 | |\n\n1  \n\n| Welcome |  |  |\n| --- | --- | --- |\n| |  |  |\n| 2 | Copyright © 2022 AQA and its licensors. All rights reserved. | |\n\n| Introduction\u003Cbr>• I’ve been a teacher for 14 years, teaching in 3 schools. • My current school is an 11-18 comprehensive. • I’ve been teaching core maths for 3 years – so 1 exam sitting. • Second in department, Key Stage 3 lead, teaching and learning across curriculum. • I’m currently the Head of Department for Maths. |  |  |\n| --- | --- | --- |\n| 3 | Copyright © 2022 AQA and its licensors. All rights reserved. | |\n\n3  \n\n| Contents |  |  |\n| --- | --- | --- |\n| Today’s session will cover:\u003Cbr>• the introduction to the Level 3 Core Maths qualification\u003Cbr>• the content, scheme of work and assessment for Level 3 Mathematical Studies\u003Cbr>• resources available to support teaching and learning\u003Cbr>• encompassing development beyond the specification which complements students’ exam preparations. |  |  |\n| 4 | Copyright © 2022 AQA and its licensors. All rights reserved. | |\n\n\n| Introduction of the Core Maths qualification |  |  |\n| --- | --- | --- |\n| 2010: Nuffield Foundation – Is the UK an outlier?\u003Cbr>Participation in upper secondary mathematics education |  |  |\n| \u003Cbr> AdvancedMaths  AnyMaths\u003Cbr>Australia (NSW) Canada (BC) Czech Republic\u003Cbr>Estonia Finland France\u003Cbr>Germany\u003Cbr>Hong Kong\u003Cbr>Hungary\u003Cbr>Ireland\u003Cbr>Japan\u003Cbr>Korea Netherlands NewZealand\u003Cbr>Russia\u003Cbr>Singapore\u003Cbr>Spain\u003Cbr>Sweden\u003Cbr>Taiwan\u003Cbr>USA (Mass)\u003Cbr>England\u003Cbr>Scotland\u003Cbr>Wales\u003Cbr>Northern Ireland\u003Cbr>Percentage of students in secondary educat ion or training |  |  |\n| 5 | Copyright © 2022 AQA and its licensors. All rights reserved. | |\n\n5  \n\n| STEM learning |  |  |\n| --- | --- | --- |\n| 6 | Copyright © 2022 AQA and its licensors. All rights reserved. | |\n\n\n| Timeline of introduction |  |  |  |\n| --- | --- | --- | --- |\n| September 2014\u003Cbr>180 ‘early adopter’ sixth forms and colleges offer Core Maths.\u003Cbr>September 2015\u003Cbr>Core Maths is available to all schools and colleges – approximately 200 more centres offer Core Maths.\u003Cbr>June 2016 |  | |  |\n| Approximately 3000 students from 200 centres take the first Core Maths exams. |  |  |  |\n| 7 | Copyright © 2022 AQA and its licensors. All rights reserved. |  | |\n\n7  \n\n| AQA Level 3 Mathematical Studies content |  |  |\n| --- | --- | --- |\n| Paper 1\u003Cbr>• Data, estimation, personal finance. |  |  |\n| 8 | Copyright © 2022 AQA and its licensors. All rights reserved. | |\n\n\n| Where to start? |  |  |\n| --- | --- | --- |\n| 9 | Copyright © 2022 AQA and its licensors. All rights reserved. | |\n\n9  \n\n| Level 3 Mathematical Studies 1 year Route Map |  |  |\n| --- | --- | --- |\n| Please see page 4 in Resource booklet |  |  |\n| 10 | Copyright © 2022 AQA and its licensors. All rights reserved. | |\n\n\n| Fermi Estimation\u003Cbr>\u003Cbr>Subject content: Online resources: E2. 1 ØFermi estimation-making fast, rough estimates using quantities which are either difficult or impossible to measure directly Ø How should mathematics be taught to non-mathematicians? -Tim Gower's Blog\u003Cbr>Ø Classic Fermi Questions – Mathsforum\u003Cbr>Ø Fermi Maths Problems – Kidsjig\u003Cbr>Ø Estimation - Maths Is Fun\u003Cbr>Ø How many piano tuners are there in Chicago?– TES\u003Cbr>Ø Fermi Problems -TES\u003Cbr>Ø Making estimations from limited data  (Username: mei-criticalmaths Password: Critical1)\u003Cbr>Ø Fermi Estimates  (Username: mei-criticalmaths Password: Critical1)\u003Cbr>Ø Horse Manure - Core Maths\u003Cbr>Ø Skin Area - Core Maths\u003Cbr>Ø Estimation, Assumptions and Predictions – Core Maths F 1. 1 Øsubstituting numerical values into financial expressions (including bank accounts) Ø Income Tax - Nuffield Foundation\u003Cbr>Ø Savings Growth - Nuffield Foundation\u003Cbr>Ø Savings Facts and Formulae - Nuffield Foundation\u003Cbr>Ø Growth and Decay - Nuffield Foundations F 1.4 Øfinding approximate solutions to problems in financial contexts |  |  |\n| --- | --","cbCaiuN7RVC0ng3k","https://ap.wps.com/l/cbCaiuN7RVC0ng3k","pdf",1767054,21,"English","# Introduction\n# Introduction of the Core Maths qualification\n## Timeline of introduction\n# AQA Level 3 Mathematical Studies content\n## Paper 1\n# Where to start?\n# Fermi Estimation\n# Sequencing of topics\n# Other starting places\n# Websites for topic resources produced by teachers\n# Estimation\n# Maths of the back of an envelope\n# Developing estimation","[{\"question\":\"What does the session cover for Level 3 Mathematical Studies teaching?\",\"answer\":\"It covers the Level 3 Core Maths qualification, the content/scheme of work and assessment for Level 3 Mathematical Studies, resources to support teaching and learning, and development beyond the specification.\"},{\"question\":\"What is the timeline for introducing Core Maths?\",\"answer\":\"Core Maths started with early adopter centres offering it in September 2014, expanded to all schools and colleges by September 2015, and the first exams were taken by about 3,000 students from 200 centres in June 2016.\"},{\"question\":\"How is estimation taught in this presentation?\",\"answer\":\"Estimation is introduced using Fermi estimation—making fast, rough estimates from quantities that may be difficult to measure—and linked to financial contexts such as substitutions into financial expressions, income tax, savings growth, and growth/decay problems.\"}]","Maths Virtual Communities - Developing the Teaching of Level 3 Mathematical Studies - Autumn 2022 | PDF",1792468216,53]