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Razi Competition - Mathsoul My-Story Math Posters / Maths Posters

Ensuring Competitive Behaviour is the Razi Mathsoul My-Story poster.  Razi is a competition lawyer. Razi free printable worksheet questions.


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Using Mathsoul Math Posters & Maths Posters

1. Using Mathsoul My-Story Series of Posters

2. Using Mathsoul Face-Lifter and Well-Said Quotation Series of Posters

3. For Mathematics Day, Mathematics Week, Parents Evenings, Careers, and Special Displays

4. Pedagogical Roots

5. Racial and Gender Inclusiveness

6. Testing and Research

1. Using Mathsoul My-Story Series of Posters
Mathsoul My-Story posters feature an up-close and personal portrait of a named person using classroom mathematics to be successful in an activity beyond the classroom - typically at work.

Collectively they increase student understanding of the lifetime usefulness of mathematics knowledge and skill, providing greater stimulus and motivation to learning today. The relational content increases emotional engagement to improve learning effectiveness, and puts a little more soul into your classroom learning environment.

The Mathsoul My-Story series of posters are suitable for both teacher lead and student led learning. They are designed for display on a prominent classroom wall, to give extended student exposure (much more so than transitory images on screens and in books). Impact and effectiveness is particularly high if the posters are sequenced one at a time, changing regularly every week, or every two weeks, allowing the sharing of posters between multiple classrooms.

Using the associated Mathsoul free worksheets in class or as homework enhances effectiveness by seeking a student response, as does having that response posted on the Mathsoul Student Forum. The worksheets typically have questions are thee difficulty levels, seeking to span capabilities of students aged from around 13 – 16.

2. Mathsoul Face-Lifter and Well-Said Series of Posters
Mathsoul Face-Lifter posters each feature an arresting image of a face up-close, along with a quotation or comment relating this to some aspect of mathematics. They provoke student thought, and increase emotional engagement with mathematics; putting a little more soul into your classroom.

These posters can be used alongside, or to alternate with, the main Mathsoul My-Story Series.

3. For Mathematics Week, Parents Evenings, Careers, and Special Displays
Most Mathsoul Connect, Face-Lifter and Well-Said series posters are available in large sizes, for use at special events. These can also be used for short periods of time outside.

4. Pedagogical Roots
The Mathsoul posters, worksheets and Forum have been designed to help to redress an observed problem. Namely, that many students view classroom mathematics as artificial; something only carried out in the classroom; and with limited relevance at best to life beyond. As a result students can be reticent to apply the mathematics skills they do have when they are in a work context. As a result of this perceived lack of usefulness, student motivation for learning will also likely be sub-optimum.

This effect is an example of poor 'productive disposition' as discussed in the New Zealand 'Effective Pedagogy in Pangarau/Mathematics: Best Evidence Synthesis Iteration' 2007 document. Authors are Glenda Anthony and Margaret Walshaw. Mathsoul posters seek to improve 'productive disposition'; to engage student emotions with the use of up-close image, personal details of individuals, and the use of poster art. To then lead students through a process of discovery about how classroom mathematics is helping these individuals succeed outside the classroom. Thereby increasing the perceived lifetime usefulness of mathematics skills, and learning motivation today.

Efforts are also being made to have the Australian Department of Education 'Maths? Why Not?' research project help to shape the pedagogical roots of Mathsoul posters, worksheet and student forum products. Much of that document is aimed at seeking to remove barriers to student engagement in higher-level mathematics, whereas Mathsoul products are currently aimed very much at all mathematics students aged 13 and over at school or college. Nevertheless in the report students' experience of junior secondary mathematics is found to be adverse in terms of them subsequently electing higher level studies. To the extent that Mathsoul posters and associated services succeed in improving productive disposition in these earlier years, as discussed above, they will help to address this factor raised in the report.

The United States 'Final Report of the National Mathematics Advisory Panel' published by the U.S. Department of Education in 2008 also has some strands of alignment with Mathsoul motivational educational products. In this respect we refer not only to recognising the benefits of both teacher led and student led methods of learning (both of which work well with Mathsoul products), but more particularly to the reports call for renewed emphasis on a central core of algebra skills and capabilities, and a reduction in the overal breadth hof currirulum content and of text book sizes. Good proficiency with regular algebra is very widely beneficial within industry and the commerical world, whereas many of the more unusual branches of mathematics which many mathematicians find of absorbing interest seldom find application beyond the classroom. This call for a shift in the relative content balance is reflected in the content of Mathsoul products.

Mathsoul posters are not structured with overly simple English, or with always idealised mathematical calculations. Whilst such approaches may have a place in the initial learning of mathematical concepts and processes, they do not prepare students well for the major part of life beyond the classroom. A place where mathematics usually arises within the context of regular language (including redundant information being present), calculations are not always 'beautifully' resolved or in fact able to be resolved at all, and mathematicians themselves need to determine which branches of mathematics are involved (without a heading at the top of the book page).

Success is recognised as helpful to motivation, and as a consequence Mathsoul worksheets in general include at least a first question that should be widely accessible for students aged 13 - 6 in terms of difficulty.

Addressing these pedagogical points goes only so far. All teachers know, and research has confirmed, that the main difference in student outcomes occurs due to effectiveness differences between individual teachers. This point is addressed in the earlier mentioned New Zealand best evidence synthesis document, which claims based on work by Rowe (2004) that 'when school type and the achievement and gender of students are controlled for, class/teacher effects consistently represent, on average, 59% of the residual variance in the achievement of students. So how individual teachers choose to use these Mathsoul posters, worksheets and forums will also be critically important in their full effectiveness. Over time it is hoped there will be opportunity to research different approaches by different teachers and their relative effectiveness, and to share the results.

5. Racial and Gender Inclusiveness
Both the Departments of Education in the United States and in New Zealand have recently published documents calling for much greater racial and gender inclusiveness in resources used in learning mathematics.

Mathsoul is committed to helping to achieve such inclusiveness, whilst at the same time preparing students for involvement in typically increasingly multi-racial communities. To this end Mathsoul posters feature both populous and less populous races, and also seek to represent both female and male genders, across a spread of occupational and life situations. In doing this the need to represent the real (what currently exists), as well as to help to bring about desirable change, has informed the subject matter of posters.

Especially desirable and relevant (in terms of the school population attributes) Mathsoul My-Story, Face-Lifter and Well-Said posters can be permanently featured in a room to enhance specific overall ethnic or gender mix representation, if the particular desired ethnic and gender mix is not available in the range overall.

If you have special poster needs for a particular school or class group try letting Mathsoul know – , given a bit of lead time they just may be able to product something specially to meet you need.

6. Testing and Research
Mathsoul posters are newly released in 2008. Pretesing in classrooms has been carried out with excellent feeback from teachers, students, (and parents who have been exposed during parent evenings). This has also resulted in a number of major improvements being made to poster design and content before their formal release. Further classroom testing is being carried out with constant updating of all improvements identified during the process. The improvement process is regarded as never ending and improvement suggestions are most welcome.
 

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