Mathematics Teaching 219 - September 2010
Mathematics Teaching is the journal of the Association of Teachers of Mathematics. It is a professional journal sent to all members of the Association. It is not a refereed journal. Submissions are reviewed by the editorial team. Many articles have additional information or associated files placed on the journal website. To make your views known go to the ATM forum add your views, ideas and comments.
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MT219 Contents
Two points of view - Tom O'Brien
Work with teachers involving new approaches to arithmetic is described and contrasted with the recommendations of back-to-basics proponents.
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Counting the dots – then and now - Gareth Roberts
Recollections of a particular visual aid and the importance of visual and practical stimuli.
Watching the clock - Jenny Murray
A short piece inspired by Derek and Barbara Ball Derek and Barbara Ball's “What to do in bed”, a new digital bedside clock and insomnia.
Conjecture Rolle's theorem - Bill Brakes and Bob Burn
Rolle.s theorem came into prominence under the sharpening of calculus which took place in the latter half of the nineteenth century.
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Key understandings in school mathematics: 2 - Anne Watson
Relations between arithmetic and algebra and how these are sometimes a help, sometimes a hindrance to algebraic understanding.
Algebra homework - Caroline Rickard
This short piece explores some potential pitfalls in setting algebra questions (in this case for homework) and urges teachers to find opportunities to encourage children to use their powers of reasoning.
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News from ATM - David Lawrence
David Lawrence, a new member to General Council, talks about his experiences since joining the association.
Stories for primary mathematics - Cherri Moseley
Children love stories: the most difficult of classes will usually settle down for a story. We can exploit this simple fact across the curriculum, using stories as a vehicle for giving information and consolidating understanding.
RISP 3-fact triangles: follow-up - Jonny Griffiths
tThe Sin Rule and the Cos Rule are topics that I often approach with a sinking heart. They could be seen as the sledgehammers in a mathematician's toolkit, useful, for sure, indispensible even, but not noted for elegance in their application.
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Noquitohedra - Paul Stephenson
An apparently successful construction may convey misinformation. But it also provides the opportunity to do some maths.
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Making a meal out of mathematics - Robert Ward Penny
Using the metaphor of a well-balanced meal, this article argues that we might benefit from evaluating our planning in a more holistic way.
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Pythagoras revisited - Hasan Unal
Students should explore the Pythagoras theorem numerically, algebraically and geometrically so that conceptual understanding occurs.
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Was there ever any point to the three-part lesson? - John Hibbs
Breathing new life into my BLOG (NCETM: MacMaths) I have rewritten the most popular item. The original was written way back in August 2007. Since then it has received the most hits and comments of any of my blogs. The title says it all.
News from the web - Marten Gallagher
The Web editor describes recent and future developments with the ATM website.
The unexpected reality - Andrew Blair
Changes to assessment objectives at GCSE hold out the promise of promoting problem-solving and reasoning within maths teaching.
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Back in time on a mathematics trail - Pamela Moffett
Students went off-campus to experience first-hand how the outdoor environment can be used as a real-life context for learning in primary mathematics.
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The constructivist mathematics classroom - Jones et al
A look back at classical Constructivist learning theories, with a contemporary focus on their applications in diverse mathematics classrooms.
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Teaching activities - Joakim Samuelson
We have been able to demonstrate selective effects on quantitative concept, internal motivation and self-concept.
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Engaging secondary students in reasoning and proving - Gabriel Stylianides
Engaging students in the activity of reasoning-and-proving can be challenging for teachers but is nevertheless important for students' deep learning and sense making in mathematics.
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Promoting a cross-curricular pedagogy of risk - Ramesh Kapadia
A research project on the teaching of risk with teachers of mathematics and science in Key Stage 4.
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