Mathematics Teaching 163 - June 1998

Editorial - Derek Ball

The distinction between knowledge and information might help when thinking about computers and calculators in the teaching of mathematics.

Number conference - Geoff Faux

So much is specified and so much needs to be covered: where is the space to become aware that computation is quite the most dramatic application of the economy of operation of the human intellect?

Counting counts - Dick Tahta

Is failure more often due to lack of concept -or is it due to lack of control?

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What are the big ideas in mathematics? - Geoff Faux

Once I had seen that the 18 pins were just place holders for the infinity of positions on the circumference and this circle could stand for all circles, it changed the way I worked with these geo-boards and children.

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Approaching arithmetic algebraically - Dave Hewitt

"Algebra is harder than arithmetic." Arithmetic is impossible without algebra.

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Using geometric images of number to teach mental addition and subtraction - Peter Lacey

When it comes to performing simple calculations mentally, what images do we provide for pupils? For smaller numbers, some pupils say they 'see' counters in a row, but their recognition of a row of nine or ten is not instantaneous.

Some reflections on work with younger children - Marjorie Gorman

If we want to raise the standards of educational achievements of our children in the next century, whether in arithmetic or reading and writing, we must ensure there is an adequate provision of rich, stimulating nursery education for all.

A number problem - Alun-Peter Fisher

He has problems in letting go of his test and I have difficulty in letting go of mine, so we fail to communicate. Is there an easily understood test for divisibility by 7?

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Really big numbers - Lynda Thomas

It gives children a clear language framework on which to hang numbers, it's relatively easy and quickly boosts confidence.

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Failed in number: where can I start? - Martin Baxter

If a child or student is unable to count in 2s beyond 10 is there a point in continuing with anything more difficult?

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Multiplication and discussion with a Y8 group - Kath Taylor

I not only came away with an infinite number of lessons, but it completely changed the way I teach.

Playing with the function game - George Bullamore

If we can use the idea of moving along the number line to simplify the problem, we can build up confidence from the beginning and not bring in the pencil-and-paper methods that cause so much distress to many pupils I meet in year 7.

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The integer part function - John Stewart

How many ways can an even number be expressed as the sum of exactly two odd numbers?

Silent functions - Robert Jones

The lesson ended with the expected "Are we going to do some work tomorrow, sir?" which normally happens when they haven't written anything in their book. This I find strangely reassuring.

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On doing the same problem - Laurinda Brown et al

I liked the way the problem could be used to introduce the children to my way of working which was based on using their ideas. As I reflect on this over time, however, it is not so simple.

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News from BSLRM - Alf Coles, Mary Cleare et al

There were many fascinating studies in progress and I am interested to find out the results of the research projects.

Maths and human rights education - Peter Wright

Statistics perhaps offer the greatest opportunity available to maths teachers for bringing human rights into the classroom.

News and Views from Conference - ATM

Over 70 different seminars invited us to share the seminar leaders' different interpretations of the conference theme: Moving on.

Personal View - John Mason

Some good practices are being distressingly over-stressed, while other good practices are being ignorantly ignored, not just underplayed in order to restore balance.

For the Classroom: Gattegno Charts - Geoff Faux

There is pressure to work with more whole-class teaching in mathematics. The charts give me one way of working with a large group and number structure.

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