Mathematics Teaching 127 - June 1989
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.
How do we organise our implementation of the mathematics curriculum so that we and the children see the rainbows when they occur and appreciate their beauty?
Words are not essential to the development of mathematical thinking, and may in fact hinder rapidity of thought in some individuals.
I was delighted when they returned sometime later with the remark 'It looks just like Pascal's Triangle that we did in first year!' This project began from very little and, driven by the curiosity of my pupils, gave us a powerful tool for understanding some difficult concepts.
Can continuity have a meaning for 1ww we teach as well as what we teach?
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Some of my colleagues held a maths working session in the shopping centre talking to passers by and encouraging them to come and try out practical equipment and solve problems.
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In choosing the proper text for the mathematics course one teaches, one must sometimes turn down a good possibility before one can make an informed choice.
'The best choice' is a simple idea which can stimulate discussions on strategies, lead to various investigations and the formulation of the problem for n choices.
I thought I knew. It sounds as if it crops up in all those lists of processes that we love to quote, though in fact suddenly I cannot find it in any of them. I have often used it myself, and it stands as the title of one of my articles.
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It's hard being a pupil nowadays. It used to be OK until teachers went all potty about 'investigations', 'projects' and 'course work'. We used to do exercises from the book, I liked those, you knew when you got things right.
An account of how one mathematics department tackled the introduction of a new way of working, and also provided an academic treatment of the theories of problem solving.
The Association of Teachers of Mathematics, in collaboration with the Southern Examining Group, have developed a pilot GCSE that is assessed purely on coursework. August 1988 saw the first grades awarded to pupils in this scheme, Mike Ollerton and Dave Hewitt are Heads of Mathematics in two of the seven schools participating in the pilot stage. The following conversation took place during the moderation weekend of the first pupils to go through the scheme.
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The rules for this problem are as follows: Firstly choose any number, let's say 12. Then partition it ie 4 + 5 + 2 + 1. Change the plus sign into a multiplication sign i.e. 4 x 5 x 2 x 1 = 40 The idea is to find the partition which produces the largest number.
Mathematics students live in a world in which the term 'proof means many different things and so their interpretation of the meaning may be different from that of the teacher, just as one teacher's interpretation may differ from another's.
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Recently I was preparing material to convey the idea that area goes up with the square of the linear scale factor.
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What is attractive about mathematics? Wherein lies its magnetic quality? How does it hook your attention, and draw you in?
There is concern in some quarters that, with the present emphasis on investigative work and problem solving in schools, we are in danger of neglecting what might be called the 'basic skills', that is the standard techniques and methods associated with so much of school mathematics.
The aim of this article is to reinforce the view that mathematics should reflect the cultural diversity in British society today. A school holding to such an approach would both reflect and promote this within the bounds of the total school environment.
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The children on IMPACT are often having far more success here than we as teachers traditionally have had. But then perhaps as educators we are buried far too deep in our own conventions to make our professional knowledge intelligible outside our own environment.
I think I can see a clear, and important, distinction between metaphors and models, based on the precise definition of metaphor which I learnt in English grammar lessons at my secondary school.
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On the one hand, can we uncover the deeply-embedded, hidden metaphors and models that may be present so that we can question and discuss them in order to deepen our understanding? And on the other hand, how can we exploit the possibilities of more conscious and active analogies when developing new concepts?
The problem is not the existence of a Third World within the First World, the real problem is of First World values, concepts and solutions being imposed upon the Third.
The human brain tends to analyse all perceived information according to known patterns and tries to interpret it on the basis of similarities in order to reduce the flow of information in a complex environment.
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Caleb Gattegno was the principal founder of the ATAM and the mainspring of its early work, and he set a pattern which successive generations of members have had to recreate ifthe character of the Association was to be maintained.
Speaking Mathematically - communication in mathematics classrooms; Board Games Round the World; Cabbage; Learning and Doing in Mathematics
How to improve the mathematics curriculum it would seem to be a rather arrogant claim to know how to do this. Be that as it may, there is a very simple solution: Do away with the special status awarded to Mathematics. That's all.
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