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Mathematics Teaching 161 - December 1997
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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MT161 Contents
Editorial - Barbara and Derek Ball
It is the job of all involved in education to change mind sets: the mind sets of students who think they are unable to do mathematics and the mind sets of teachers who think their students cannot do mathematics.
Mathematics for all? - Mary Harris
l%s it ever? The short answer is No, it never was: it was never intended to be. As we all know, it was never a girls' subject.
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Reflections on a mathematics lesson in Kaposvar - Tony Harries
Given that in this, country at present there is a great deal of discussion about whole-class teaching it is interesting to reflect on the lessons I observed.
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A Hungarian perspective on mathematics education - Paul Andrews
As long as teachers in England are constrained by a curriculum which promotes the applications of mathematics rather than mathematics itself, our children will continue to fare poorly in tests.
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Secondary mathematics teaching: should it be all chalk and talk? - Anjum Halai
Talk, discussion and cooperative learning are all strategies which, even if used effectively in other subjects, are considered alien to the mathematics classroom.
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Mathematics teaching in the Hunza - Richard Barwell
Plans to improve the opportunities for mathematics learning for children and teachers in an area of Northern Pakistan.
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Research into raising self-esteem in low attainers - Barbara Jaworski and Jane Edwards
Have confidence in yourself and your ideas right from the start, give them a high profile and be determined to carry on.
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Running the maths club - Peter Pool
The risks of devaluing the mathematical efforts of children, because of errors of syntax, outweigh the dangers of loose expression.
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Learning holistically with Logo - Peter Smith
She felt empowered by the knowledge that another student had experienced such powerful feelings, had faced them and had survived!
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'Good' and 'bad' teachers - Caroline
Last year's teacher was very approachable but our teacher this year couldn't be less so.
Let's talk about fractions - Russell Scullion
Had the children not been asked to work together and talk about this fraction number problem I feel certain that they would never have progressed as far as they clearly did.
Hands on - Denise Mitchell and Freda McClure
Self-confidence and a positive approach towards problem-solving and investigative work are essential ingredients in acquiring an enthusiasm for mathematics without the overriding fear of failure.
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Changing Emily's images - Eddie Gray and Demetra Pitta
Stimulating the construction of mental imagery associated directly with arithmetical symbols as opposed to imagery that is an analogical transformation of them.
Statistics with sunflowers - Nicola Hill and Sarah Walsh
Our inspiration came from a university lecture on motivation. We decided to experiment with a class project of growing sunflowers.
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Lessons with a year 7 class - Alf Goles and Laurinda Brown
If! accept that every child in my class has all these qualities, what are the implications for my teaching?
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Playing and learning with Poleidoblocs - Julia Anghileri and Sarah Barron
Mathematical understanding of relationships in sorting, balancing and measuring, as well as of the characteristics of structures and 3-D shapes.
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Planning and teaching with purpose - Simon Pennifer, Kathryn Vaughan and Charlie Wall
By revisiting well-known topics in this way we have been encouraged to find that it has helped us to create new routes through our material and also some new teaching ideas too!
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Reviews - ATM
Common threads: women, mathematics and work; Self similar structure posters; Pentagon tiling generators; Ironwork postcards; Try-cube tiles.
Personal View - Jill Russell
Perhaps that is the key with purpose. We must never lose sight of what, or who, it is all for.
For the Classroom: Kathleen Hyndman's sequence paintings - John Sharp
Many artists who use mathematics seem to see it as an end in itself. Kathleen Hyndman's work is more interesting because of the way it varies from a mathematician's use of order and pattern.
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