PD Videos: Enhancing GCSE learning
These videos show ideas for enhancing learning in GCSE Mathematics lessons. Each video is approximately five minutes in length and demonstrates a different idea.
The videos were filmed at St Edward’s College in Liverpool.
Questions for reflection:
- How does using the tiles support students of different abilities in working with algebraic expressions?
- How does the discussion between students deepen understanding?
- What issues would be faced when working with dimensions such as x-2?
Related resources:
Questions for reflection:
- How does this visual representation support the students' understanding of what happens as we 'complete the square'?
- What are the possible advantages and disadvantages of working in pairs on these tasks?
- What questioning strategies would support students in developing their reasoning skills?
Related resources:
Questions for reflection:
- What are the advantages and disadvantages of using graphing software?
- How does the use of paired work support students in developing their reasoning skills?
- How would the card matching activity embed the students’ understanding of the of the relationship between the graphs and their equations?
Related resources:
Lesson plan and activities
Presentation 
GeoGebra materials
Questions for reflection:
- What are the possible advantages and disadvantages of using a real life clip?
- What are the possible advantages and disadvantages of using the mathematical model form the software?
- How does the questioning support students in moving from the model to real life?
Related resources:
Lesson plan and activities Presentation GeoGebra materials
Questions for reflection:
- How does giving students three options (always, sometimes, never) challenge them to think more deeply about the statements?
- How does the use of discussion encourage development from informal explanation to more formal proof?
- How does using the alternative strategies for developing proof in the lesson materials support students in understanding the reasoning needed for rigorous proof?