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Mathematics Teaching 168 - September 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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MT168 Contents
Editorial - Barbara Ball
It is refreshing to read a curriculum document which clearly puts the interests of the students first and gives teachers a prominent role in the development of the new curriculum.
Teaching numeracy: will we ever learn? - Mike Askew
Classrooms may start to become 'communities of learners'. Communities because all need to work together, taking responsibility for each other's learning as well as their own; and learners because all, the teacher included, need to see themselves as learners.
Mathematics and a curriculum for justice - Tony Cotton
These activities aim to bring to the foreground the mathematics, and the need to work on an agreed language to use during the mathematics.
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Finding patterns in simultaneous equations - Jonny Griffiths
They found this to be mathematics that was fun, perhaps because we were quite likely to be asking questions that not many other people had asked before.
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You don't know what N is - Laurinda Brown and Alf Coles
Talking is important for the students to get a sense of why they might need algebra and how it can be powerful, before they practise the techniques out of context.
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National tests in mathematics: two perspectives - David Hawker and Mike Ollerton
A long-running correspondence between David Hawker of the Qualifications and Curriculum Authority and Mike Ollerton of St Martin's College Lancaster.
It wouldn't be like that here! - Gillian Hatch
I am seriously considering a campaign to rename decimals. Will anyone join me?
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Can written questions differentiate between degrees of understanding? - Janet Ainley and Andrea Lowe
It is easy to be led into believing that the SATs levels represent some clearly defined stages in pupils' mathematical development.
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A self-portrait by Zero - S Parameswaran
What am I? A conservative nochanger? An annihilator? A Frankenstein? A macro-micro maker?
National curriculum maths: friend or foe? - Bob Eckhard
Incidents from both home and school often recount moments when a child has surprised their parent or teacher by their understanding of a concept that might have otherwise been considered beyond them.
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What was in your head when you were thinking of that? - Chris Bills
Children's procedural and conceptual knowledge of mathematics is constructed, in part, from their mental representations of teachers' external representations.
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Spatial arithmetic - Tandi Clausen-May
I have a picture in my mind which I can use to multiply. I hope that the picture will be of use to other people for whom the spells do not work.
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Shaping up: possibilities and constraints - Mary Briggs and John Crook
A task that is instantly accessible for people with a wide range of mathematical experiences and yet is able to engage them in doing some mathematics.
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Musical directions - Bernard Kelly
The associate teachers gave accounts of the use of hot and cold and the use of matter and anti-matter to model positive and negative numbers.
The way they do maths round here - Peter Pool
There are some cracks in the facade of orthodoxy; the barbarians are at the gates banging on them with their cheap calculators.
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It sounds like music - Harrie Broekman
Maybe different people have a different common sense --the most important thing to recognise is that there are many different strategies to bring to the solution.
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Making sense of calculus - John Searl
The teacher needs to experience stimuli that will generate anew in the teacher the understanding desired in the learners.
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Reviews - ATM
Towing icebergs, falling dominoes and other adventures in applied mathematics; Fermat's last theorem; Talking mathematics in school: studies of teaching and learning;
A4 paper and rhombuses inscribed in a rectangle - Krzysztof Mostowski
How many rhombuses can there be in a sheet of A4 paper?
Personal View - Emma Leaman
The task of the teacher is to make offerings and responses that provide opportunities for all pupils to engage, whatever their previous experiences.
