Mathematics Teaching 201 - Mar 2007

Features

Effective conditions for learning - Barbara and Derek BallBuy MT2010809 for £3

We challenge the notion, seemingly suggested by the article, that classroom collaboration involves conformity. We believe that you can only collaborate if you have a good sense of your own autonomy.

Mathematics in the foundation stage - Ruth PimentelBuy MT2011011 for £3

For young children, talk is at the heart of their learning – talking with adults, their peers and in their imaginary situations – and is a feature of early development that many practitioners excel at. Problem solving also comes readily to young children and talk is at the heart of this.

Why play I-Spy when you can do mathematics? - Robert Andrews and Paul Andrews

Robert has been playing with primes for a number of years and is aware of the ways in which they are distributed around the multiples of four and six. He is familiar with the ways in which multiples behave and how different sets of multiples, as in games like Fizz Buzz, coincide in well-defined and predictable ways.

Centre feature

Chocolate maths! - Margaret Jones and Val UnderwoodBuy MT2012325 for £3

A varied day of stimulating mathematics with key stage 2 learners revolving around chocolate.

Richard Phillips' website with a collection of stunning maths images

From the classroom

Teaching and learning through problem solving - Mike Ollerton

Problem solving does embrace 'finding all the possibilities', 'logic', etc. I wonder, however, about breaking it down into specific steps or ways of working. Problem solving is rarely a clean, clear set of procedures, otherwise where would the 'problem' reside?

Theory into practice goes exactly - Jonny GriffithsBuy MT2010607 for £3

So how should theorists and practitioners get along? If things go well, there will be a harmony present, each realising their dependence on the other. If the relationship breaks down, then the practitioner will weary at the words of the theorist, that can seem so remote from the daily hurly burly of the job itself, while the theorist may find the practitioner's attempts to engage in theorising rather gauche and embarrassing.

Spreadsheet file to accompany this article

Outdoor mathematics - Jackie KennardBuy MT2011618 for £3

One of the most interesting developments in teaching has been the growing importance of the outdoor environment. Whether it be playground, garden or field, the outdoors offers a range of challenging experiences, especially in the delivery of early mathematics.

Statistical fun - Alan Catley

One of the key things that I have learned when teaching statistics is that it makes for far more meaningful experiences if learners are involved in working with real data. So, even though coursework will soon be 'history', I would still encourage teachers to incorporate resources such as Census At School into the teaching and learning of statistical topics.

Alan Catley has provided a huge selection of resource materials to accompany this article

Shape and space at key stage 2 - Jenni Back, Chris Brooksbank and Geoff FauxBuy MT2012731 for £3

We all live with the numeracy strategy. Working on this article made us look at both the advantages and the constraints of working within the strategy. In a conversation after a working session in school, Chris and I were very conscious that, again this year, there have been some major additions to the unit plans.

Complex variables in secondary schools - Jerry Dwyer, Barbara Moskal, Billy Duke and Jennifer WilhelmBuy MT2013234 for £3

Complex variables is an area of mathematics that is not typically studied at secondary level. We developed seven lessons designed to stimulate students' interest in mathematics and, through these lessons, to improve their knowledge and understanding of algebra and geometry.

Files for the Julia Set for Maple software

Proof and geometric reasoning - Rebecca EvansBuy MT2013841 for £3

Proof is a fundamental aspect of mathematics. Without the notion of proof, mathematics would not exist as a separate subject, as it would be essentially indistinguishable from science. Yet proof is often reserved for 'high ability' students in schools or those studying mathematics in further education.

Research

Mental maths – passive to active - Victoria WilliamsonBuy MT2011215 for £3

I feel that mental maths sessions have become too repetitive and shallow in their focus – children chanting tables or adding numbers by rote without any real challenge or thought involved. I therefore decided to think about alternatives to the mental maths session.

Shorts

My mistakes - Anne Watson

Warning - John Dabell

Card trick - John Harrison

An explanation for this card trick

PI - Sarah Knowles

Accidental Anamorph - Paul Stephenson

Regular features

Reflections - Tandi Clausen-May

9 Correlation Street - Jonny Griffiths

Webwatch - Joanne Walpole

News from ATM

Hod-Lines

Puzzle page

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