Loss & Grief links to Mathematics

Loss: a universal experience

Change and loss - page 46

Feelings - page 47

Categories of loss (handout) - page 48

Holmes-Rahe survey of loss (worksheet) - page 49

These are useful activities for classroom learning and connection.

Feelings and fears 

Different fears - page 38

Similarities & differences in our fears (worksheet) – rank - page 40

Ranking fears - page 39

My fear (worksheet) – helpful/ unhelpful responses - page 41

Mathematics

Level 5 Working mathematically

At Level 5 students analyse the reasonableness of points of view and procedures, according to given criteria, and identify limitations and /or constraints in context. They use literal symbols to represent constants, and arbitrary (free) variables in general case arguments, with respect to number, space and structure. They substitute numbers for free variables in equations, inequalities, identities and rules for functions. They give examples of applications of coordinates and functions from historical contexts.

Students develop simple mathematical models for familiar and unfamiliar situations based on the identification of characteristic conditions such as symmetry, invariance and constant rates of change. They apply standard mathematical models and make predictions based on interpolation (working with what is already known) and extrapolation (working beyond what is already known) using known computations and established constructions.

Students use technology for complicated numerical computation, including the construction of tables of values for functions that involve very small and very large numbers. They use technology to implement simple programs for special-purpose algorithms. They transform and manipulate two- and three-dimensional shapes, including projections from three dimensions to two dimensions. They use measuring implements and computer software to construct accurate and detailed representations of shape and solids. They explain geometric propositions by varying the location of key points and/or lines in a construction.

They use technology, for example, a spreadsheet, graphics calculator or a computer algebra system, to investigate patterns and relations (including equivalence) for simple algebraic expressions.

Level 6 Working mathematically

At Level 6 students abstract common and distinctive patterns and structural features from mathematical situations, and formulate conjectures, generalisation and arguments in natural language and symbolic form, for example, the relationship between f(x), f(y), and f(xy) for reciprocal, square root and exponential functions. They test and modify conjectures, generalisation and arguments (including recently proved, or new and as yet unproved, conjectures) as required, and they follow formal mathematical arguments for the truth or proposition.

Students chose, use and develop mathematical models and procedures, and investigate assumptions and constraints. They collect relevant data, represent relationships in mathematical terms and test the suitability of the results obtained in terms of the defining characteristics of the model being used and the features of the context being modelled.

They routinely make judgments about the reasonableness of computations (calculations, constructions, measurements, inferences, manipulations and deductions) based on the context under consideration.
Students investigate situations and solve problems set in a wide range of context, both within Mathematics and across domains. They consider cases that involve generalising from one situations to anther, and changing the initial constraints, or other boundary conditions, of a situation in order to investigate it further.

Students demonstrate awareness of general features of mathematical structure and the use of logical argument in mathematical discourse.

They recognise and follow deduction and mathematical induction to establish general results, and distinguish between empirical induction and mathematical induction.

Students use geometry software or graphics calculator to create geometric objects and transform them, taking into account invariance under transformation; graphics calculators, spreadsheets and /or computer algebra system to manipulate and represent data; and computer algebra systems to analyse functions and carry out symbolic manipulations.

They select and use technology in various combinations to assist in developing mathematical ideas and carry out relevant computations to support analysis in mathematical inquiry.