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Mathematics Teaching 167 - June 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.
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MT167 Contents
Looking behind the rhetoric - Paul Andrews
I have spent four separate weeks observing classrooms in Budapest. Each time I return home I find I have gained new insights into how teaching of mathematics might take place effectively.
What did you do in the holidays? - Sue Pope
Mathematics is an exciting and creative subject and this holiday was an opportunity to experience that, without the pressures of public examinations and league tables.
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A perspective on mental arithmetic - Eddie Gray and Demetra Pitta
There seems to be a general assumption that there is universality in the learning process.
The politically incorrect mathematics teacher's A to Z - Jon MacKernan
Algebra: A shorter way of saying what would otherwise take longer to say - Zed:Letter having an important attribute in common with much of what goes on in schools today.
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New millennium: using personal methods - Janet Duffin
Noam Chomsky was asked whether it was possible that people could also have an inbuilt number acquisition faculty.
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For the Classroom - Conference mathematics - Lyndon Baker and Ian Harris
People who go to Easter conference not infrequently spend much of their time there working on mathematical problems.
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'i' is for induction - Tim Rowland
I'll begin by asking you to take five minutes to consider, if you will, how you might go about tackling each of the following problems.
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Student teachers' conceptions of mathematics - Tony Brown, Olwen McNamara, Una Hanley and Liz Jones
This article looks at the way in which primary student teachers understand mathematics and how this underpins their understanding of the task of teaching the subject.
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A graphical calculator approach to algebra - Alan Graham and Mike Thomas
The introduction of algebra has traditionally been the point of departure for most maths-alienated adolescents.
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Clarity, confidence, collaboration - Peter Lacey
At the Annual General Meeting, during this year's conference, members unanimously agreed to the rewording of the Association's aims.
Personal View - Jenny Murray
I find I have a dual approach to the ar ticles. There are those to which I respond with my primary teaching experience, and those which I can only relate to my own successes and failures in the learning and understanding of mathematics.
Editorial
My energy is focused on the skills and techniques I have to teach, so that I can reach the target set.
News and views from Conference
It could be very damaging for a pupil to be labelled 'bottom set' from a young age. And there is contrary evidence suggesting that pupils do less well when setted, because low- and middle-attainers benefit from working with and listening to their more able peers.
