Assessment: diagnostic assessments should be given for identifying strengths and needs of learners.

There are websites that can be accessed for learning maths up to GCSE level. However for 1:1 tution worksheets produced by the tutor linked to curriculum standards or to a student's ability should prove more useful for directed learning linking to a learner's practical experiences. Project based approach would be more useful for assessing and preparing for an integrated approach to teaching such as for NVQ and Key skills courses.

In maths, teaching an understanding of relationships between numbers is  important for conceptual development at pre GCSE/ GCSE level. Such topics as fractions/decimals/ percentages/ ratio -proportions/ pie-charts/ map -scales can be linked together in developing understanding of various topics around a theme or project. During such exercises it is important to continue to judge a student's learning in the form of questions/ answers feedback. I would wish to make it clear that these topics can be  taught in stages but for each new topic taught and in order to establish a link between various concepts, it is important to draw upon  learning of a previous topic. For example, to teach % it is better to link this with fractions and vice-versa. Similarly, these should be linked to daily life experiences: for example, fractions, %, decimals and place value can be better understood in the context of money. £25.25 for place value of decimals. 25p as a % of a pound is 25%. 25% as a fraction is 1/4 and so on.

Similarly in pie charts 25%=1/4= 90 degrees and so on.

These principles of relationships also apply to the teaching of shapes and geometry. Therefore, development of conceptual understanding is important and the above methodology in my opinion would prove most effective and motivating.

Govinder Dhaliwal

09/02/2010