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Mathematics Teaching 171 - June 2000
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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MT171 Contents
Editorial - Barbara and Derek Ball
Presenting the cubes like this engaged our interest and made us do some mathematics on what we saw.
News and Views from Conference - ATM
People could be found discussing how you challenge learners, how you help them to have insight, how you choose tasks to suit all learners.
Teachers' questions - Paul Dickinson
It now seems reasonable to focus on the word 'interactive', and in particular on the use of 'questions' in the classroom.
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A structural approach to algebra with Year 9s - Mary Cleare
How will this work out in terms of learning algebra? Will it turn out to be an addition to the long list of 'facts' to be learned?
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An idea for the classroom - Jane Moreton
I wanted to find a way of engaging all the students to begin with, and then to allow them to work at their own level for the main part of the lesson.
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Confessions of an inexperienced maths teacher - Denise Smith
Are my lessons uninteresting because of my inability to communicate personal fascination with the subject?
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Learning from Romania and Hungary - Penny Calder
We have all benefited from reviewing what we do, and many changes are working their way into our current practice.
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Making sense of algebra - Malcolm Swan
Lesson design which includes the design of activities and the development of the classroom culture in which they are used.
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What's this algebra thing, sir? - Robin Stewart
"That's when you use letters as well as numbers, isn't it, Sir?"
Taking the crystal maze to Zambia - Ruth Dodd
He had been the first child at the gate that morning and seven and a half hours later his enthusiasm hadn't waned. He may have learnt a lot that day, but I'm sure he taught me even more.
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Is the National Numeracy Strategy evidence-based? - Ian Thompson
Research carried out since the Framework was written suggests that different strategies need to be emphasised and developed.
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Modelling in the mathematics classroom - Clare Lee
Models allow the pupil to take ownership of their mathematics whilst still offering them support while they do this.
Understanding assessment: the assessment of understanding - Tandi Clausen-May
So, can written tests distinguish between degrees of understanding? Well, possibly. But they usually don't. Teachers, on the other hand, can and do.
Reinforcing disenchantment - Joan Gibson and John Costello
Numeracy teaching in further education is often seen as unattractive and of low status: staff are drafted into this work without any depth of expertise either in mathematics or in the vocational context.
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Reviews - ATM
Mathematics teacher education: critical international perspectives; Memoirs of a maverick mathematician.
Letters - Jill Russell
Now I'm going to try this with my Year 9 group. Will they spot the algebraic structure?
Personal View - Mike Ollerton
Issues raised by articles in MTI71 connected with those in past MT articles and ATM publications; this perhaps reflects the way I view mathematics: as an interconnected web of ideas.
