It’s been around for a few years now and had plenty of interest from around the world already, but Mr G Online has only just discovered Maths Maps. From first impressions, I am absolutely blown away by the idea. The brainchild of leading UK educator Tom Barrett, (now based in Australia), Maths Maps uses Google Maps as the launching pad for Maths Investigations.
Barrett’s vision was for teachers around the world to collaborate on building Maths Maps, examples of some seen in the screenshots on the left. Here is a brief description of how it works from the Maths Maps website.
- Using Google Maps.
- Maths activities in different places around the world.
- One location, one maths topic, one map.
- Activities explained in placemarks in Google Maps.
- Placemarks geotagged to the maths it refers to. “How wide is this swimming pool?”
- Teachers to contribute and share ideas.
- Maps can be used as independent tasks or group activities in class.
- Maps can be embedded on websites, blogs or wikis.
- Tasks to be completed by students and recorded online or offline.
The collaboration aspect worked like this: ( again from the website)
How can you contribute?
- Explore the maps below for the ideas already added, follow the links to open them in a new window.
- Send me details of which map you want to edit and your Google email address and I will add you as an editor, follow the link from the email invite.
- Click on EDIT in the left panel.
- Zoom close to the city and it’s surroundings. (Don’t forget Streetview)
- Find some TOPIC ideas you can see.
- Add a placemark (use the right colour for the age group it is best for – see purple pin)
- Explain the activity in the description.
- Change the title to show how many ideas there are.
- Send out a Tweet or write a blog post to highlight this resource andencourage others to contribute.
For those of you who have never edited a Google Map before, you need a Google account to do so. Here is an annotated screenshot that shows the basic layout of the Edit stage. I know I say it a lot to colleagues who don’t believe me, but it is very easy to do, like most Web 2.0 tools.
I’m not sure I could handle the world wide collaboration long term but I think this would be very manageable at a school level if you could get together a team of teachers willing to contribute. To me, it is a great way of presenting worded problems in real life contexts. On one level, with the emphasis on teaching children how to analyse questions for standardised tests, this would be a more engaging way of presenting the problems to the children. On a more creative, engaging level, it provides opportunities for linking Maths to real problems, not just questions out of a textbook or practice test sheets.
Beyond the question level, it provides opportunities to investigate all Maths concepts as you can see from the screenshots above. Adding the investigations to an always available Google map means students can access the problems anytime, anywhere and can work at their own pace. I always see tech solutions for recording work for students to complete as a benefit, not extra work. Instead of photocopying or getting children to copy down unfinished problems in a rush before leaving, the work is stored online. It means it can be shared with other classes as well.
The image here shows how Maths Maps was set up to add problems and investigations for all grade levels so collaboration can take place across levels, allowing for differentiation possibilities. Barrett just colour coded the placemarks to match a grade level.
If students have access to Google accounts, it is a great opportunity for them to create their own investigations, taking it to a higher thinking level for them. Students in higher grades could create maps for lower grades to investigate or for their fellow classmates. If nearby schools wanted to join in, they could and, of course, you could go the Maths Maps website route and find some schools outside your area to collaborate with and learn so much more about the world.
Of course, there is no reason why it has to be limited to Maths. You could do the same investigations with geography heavy novels, historical events, geography investigations, anything you can link to real locations. It’s certainly open to a lot of possibilities and, while I know it’s easy for me to say, it doesn’t have a huge learning curve and, with collaboration, shouldn’t take too much time to create. If you are going to type out some questions and print out on paper anyway, it will not take much more effort to create this far more engaging option instead.
Here’s a direct link to one of Barrett’s embedded Maths Maps, 27 Measures Activities in Madrid. You can explore this in detail and get a greater sense of the range of real world Maths you can find in real geographic locations.
View 27 Measures Activities in Madrid in a larger map
And, since I’m one teacher who always has to practise what I preach rather than just post ideas from others, here’s my first attempt at starting a Maths Map around Melbourne – unfinished and early days but might test it out with a few of my colleagues and the Grade 5/6 students.
View Measuring Melbourne in a larger map