Teacher+Page




 * __ T __****__ eaching Registration - Teachers Council Registration Criteria 8 __**

Teachers demonstrate in practice knowledge and understanding of how ākonga learn

__** GUIDING QUESTION 8 **__ How does my practice reflect that I understand the main influences  of how my ākonga learn?


 * Why teach about geometry in the context of Art Deco? **

Art Deco buildings are found in most New Zealand cities but also in many cities worldwide. The topic has relevance as a cross-curricular unit for mathematics, art and design technology.

"In order to make mathematics more meaningful and accessible for all learners, mathematics curricula frequently advocates the use of contexts. In this sense ‘context’ refers to real or imaginary setting for a mathematical problem, which illustrates the way the mathematics is used." (Anthony & Walshaw, 2007, p114)


 * IB International Mindedness **

Education for international-mindedness relies on the development of learning environments that value the world as the broadest context for learning. IB World Schools share educational standards and practices for philosophy, organization and curriculum that can create and sustain authentic global learning communities. In school, students learn about the world from the curriculum and from their interactions with other people. Teaching and learning in global contexts supports the IB’s mission “to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect”.

The geometry of art deco patterns is part of mathematics called ethnomathematics. Ethnomathematics is the mathematics that is involved in the art and culture associated with different civilisations.

__** Readings about the importance of teaching mathematics in real-life contexts **__





See also BES Evidence Synthesis Mathematics []


 * __ For NZ Mathematics teachers - __****__ NZ Curriculum Documents __**

Every page of the curriculum setting out requirements in mathematics in the New Zealand Curriculum, begins with the statement: “In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically." ( Ministry of Education, 2007)

With the recent implementation of a new national curriculum, the focus is on teaching mathematics within a relevant meaningful context. Art Deco is found in many of our cities in New Zealand. The meaningful context of this unit is the **ART DECO found on many New Zealand buildings**.

Students will solve problems and model situations that require them to:
 * **Level 3** || **Level 4** || **Level 5** |||| **Level 6** ||
 * **Transformation**

Describe the transformations (reflection, rotation, translation or enlargement) that have mapped one object on to another. || **Transformation**

Use the invariant properties of figures and objects under transformations (reflection, rotation, translation, or enlargement). || **Transformation**

Define and use transformations

Describe the invariant properties of figures and objects under these transformations. |||||| **Transformation**

Compare and apply single and multiple transformations.

Analyse symmetrical patterns by the transformations used to create them. ||


 * __NZQA Achievement Standard - Level 1 NCEA__ **



= =
 * __ Art Deco Photos on Pinterest __**

[]

[]

[|ht][|[[http://pinterest.com/hbbornandproud/art-deco-buildings-napier/|tp://pinterest.com/hbbornandproud/art-deco-buildings-napier/]]]




 * __For students__: **

There are lots of ways for students to use this site. They will be able to:


 * 1) See photos of Art Deco in New Zealand cities
 * 2) Find the geometrical patterns in Art Deco
 * 3) Construct their own geometrical Art Deco patterns using correct techniques
 * 4) Download files that they need.
 * 5) Contribute their own work and see other students' work.
 * 6) Prepare for the tests and exams related to this unit of work.