Explain these icons
Mathematics Teaching 166 - March 1999
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.
Use our Forum to talk about any article
MT166 Contents
Editorial - Derek Ball
I await a response telling me that I have this all wrong too, and that it wasn't Leibniz
Letters - John McKernan; Harvey Blair; Susan Hogan
I have had angry letters from parents asking what kind of teacher am I, since any fool knows that 9 + 9 = 18 and not 6.
Immersion in multiplicity - John Mason and Anne Watson
Simple minds need simple messages, but teachers know that simple stories are inadequate for describing what happens in classrooms, how children learn, or how teachers teach.
Not a member? Join or click to buy ‘Immersion in multiplicity’ for £3
Reading week - Susan Kelly
the last line is the one that sends shivers down my spine 'Overhead, without any fuss, the stars were going out.
Not a member? Join or click to buy ‘Reading week’ for £3
Learning mathematics through real-life problems: texts, contexts and con-tricks - Mike Ollerton
I wondered, that someone could gain a grade C at A level when she did not understand the basic ideas about linear graphs?
Not a member? Join or click to buy ‘Learning mathematics through real-life problems: texts, contexts and con-tricks’ for £3
Virtual mathematics - Jim Smith
The attraction of the mathematical ritual is that it denies pupils the excuse of not being able to do the work. This frees the teacher to focus on making the pupils 'get on with it'.
Not a member? Join or click to buy ‘Virtual mathematics’ for £3
The lemonade bottles problem - David Fielker
Children were encouraged always to invent their own, with a free use of calculators, structural apparatus, pencil and paper and mental methods.
Why teach mental mathematics? - Anne Corfield
If, however, the child has been taught a range of strategies and has a well developed sense of number, the absence of an algorithm will present no problems.
Not a member? Join or click to buy ‘Why teach mental mathematics?’ for £3
In praise of fan numbers - Anne Mooney
Questions are posed by the teacher from the front of the class and on the commands 'Up!' or 'Show me' the children hold up the correct card or cards. The pace is fast and fun and the whole class is involved.
Chain reaction - Jill Russell
Most of the children were engrossed in their number chains, and few needed to refer to their tables chart.
Not a member? Join or click to buy ‘Chain reaction’ for £3
If you don't know the answer, look it up! - Betty Ball
When I got angry about the dictionary definitions of trapezium and was going to write in and complain, but never did.
Not a member? Join or click to buy ‘If you don't know the answer, look it up!’ for £3
The National Curriculum for Science as a resource for teaching mathematics - Peter Gill
Despite the divisiveness of having a subject based National Curriculum, there is considerable scope for science and maths departments to help each other.
Not a member? Join or click to buy ‘The National Curriculum for Science as a resource for teaching mathematics’ for £3
A challenge for the next century - Jan Einar Nordgreen
To make simple things difficult is easy: to keep things simple requires effort and imagination.
Not a member? Join or click to buy ‘A challenge for the next century’ for £3
A fairy story - Aristarchus
Because he was an old and wise political rabbit lots of the rabbits believed what he said. None of the political rabbits knew how to raise standards. Some of them were not sure they knew what 'standard' meant.
Not a member? Join or click to buy ‘A fairy story’ for £3
Avon local branch news - Alf Coles
I have become struck by how within almost every offer of a story from someone's classroom there was a sense of purpose behind what they did.
Reviews - ATM
Why do buses come in threes? the hidden mathematics of daily life; Trigonometric delights; The Jungles of Randomness; Counting girls out.
Political View - Margaret Poston
So who deemed that it should be possible to 'come in off the streets' and immediately see and understand what is being done?
A maths afternoon - Jenny Murray
Every child individually or in a pair, was working with an adult, and no two adults sat together.
Not a member? Join or click to buy ‘A maths afternoon’ for £3
