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Mathematics Teaching 169 - December 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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MT169 Contents
Editorial - Derek Ball
We are deprived of the opportunity to make up our own minds about the results of scientific enquiry: the experts tell us what we must believe.
Letters - David Eldridge and Bob Burn
I am a primary school teacher: a straightforward teacher, not an advisor or area inspector just a simple classroom teacher.
Is more whole-class teaching the answer? - Margaret Brown
We have known all along that when it comes to assessing learning, quality of teaching is more important than class organisation.
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Classroom realities - Ann Haworth
I can do it perfectly when the teacher is at the front showing us but when I'm on my own, I can't even remember how to begin.
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Confessions of an experienced teacher - Jill Russell
Whose fault is it that Year 10 won't listen to me long enough or carefully enough for me to include the more interesting side roads off the exam topics. Who switched them off?
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Two mathematics lessons - Robin Stewart
"I told you it was fourteen, twenty minutes ago. What kept you so long?" he said with a self-satisfied look on his face. I could only smile inwardly, of course.
Proof and refutation - Barbara Harding
Primary children are capable of logical reasoning. Primary teachers need to realise this and provide the opportunities to help develop logical skills.
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Proof matters - Tony Gardiner and Candida Moreira
Looking more closely at what is meant by a 'formal proof' in mathematics: we can then try to adapt the resulting insights to the realities of school mathematics.
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From patterns of shading to fractions - Geoff Giles
Times have moved on so much that now we are not surprised when children think of fractions always as decimal fractions and almost automatically reach for their calculator.
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Out of another Africa - Tandi Clausen-May
Mbema knew that it was Temile who had spoken in her native language, although she could not tell what the words were.
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Getting it together - Sue Allen and Gareth Roberts
A topic taught under 'geography' has the same truth value as the same topic taught under 'language' or 'mathematics'.
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When does the millennium really begin? - Jon MacKernan
You could be mathematical, ignore the whole hullabaloo, and sit back and wait an extra 17,532 days until the arrival of the year 2048, which, in binary notation, will start at the lovely-looking instant 00:00:00 01.01.100000000000 AD.
Christine Shiu: 1942 to 1999 - ATM
One of Christine's qualities was the ability to challenge gently, almost imperceptibly. It has taken years, to fully appreciate the things she has said.
Reviews - ATM
Managing effective teaching of mathematics, 3-8; International comparisons in mathematics education; The mathematical brain; Rethinking the mathematics curriculum.
Personal View - Alf Coles
How can I establish a classroom culture in which the students are supported in the disciplined enquiry of their own questions?
