Mathematics Teaching 173 - December 2000

Editorial - Derek and Barbara Ball

I do the equivalent of staring into space and whispering to my neighbour - anything other than facing what I have to do. I am convinced I am going to fail anyway.

Learning - Dick Tahta

What has been important is the 'being with' others, and then the subsequent internalisation and the hoped-for creative autonomy.

The first two years - Dave Hewitt

The phrase 'children learn by copying' hides the amount of work a child has to do in order to be successful at copying.

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Mother, sister, daughter, teacher - Kate Watson

Every Christmas I would let me twin think I was being really kind letting her open the first door of our advent calendar, secretly knowing that would mean I would open the last door, as it was an even number.

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Having a go - Alison Dreese

I also remember the sense of security that I had, since the number of stairs never altered.

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A child's perspective - Rod Cross

Standing in an endless queue of children at a high wooden desk, with a blue exercise book in my hand and a well-practised expression of puzzlement on my brow.

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How I learn about mathematics - Anne Watson

I knew that if she set me challenges it was because she was convinced I had the mathematical knowledge to achieve them.

Distillation - Laurinda Brown

I do like to read other people's distillations, though, as part of my learning, and to listen to and to question the descriptions of others as we work together.

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How I learn - Mike Ollerton

'There is only one instrument in research in order to find answers. One instrument: and that is to raise questions, to ask questions. To question is the instrument. And if you don't question, then don't be astonished that you don't find anything.'

Talking about maths - Rachael Sackville-Jones

It was amazing how quickly the children became quite comfortable discussing maths with each other and it was only very rarely that I ever heard conversations veering into other areas!

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How do I learn? - Alf Coles et al

All that is required is that you are presented with an idea or concept that makes sense to you, and since it will always make sense in the future you will never forget it.

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The National Numeracy Strategy: A student teacher's experience - Bryony Richards

I have found the NNS framework for lessons very helpful and will continue using it to structure my future lessons.

Learning about whole-class teaching - Christine Bolton et al

A tautology that seems particularly true (if that is possible) is that experienced whole-class teachers are better because they are more experienced!

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Uncle Bodmas and old friends - Ruth Forrester and John Searl

Thank you Primary Seven, you showed us how important calculators are in understanding basic arithmetic. We would not have thought properly about the non-associativity problem of – and ÷ without your help.

We learn by following our noses - Alastair McLeod

Their own outcomes based on their own questions give them a fuller understanding.

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Learning from common sense - Jim D N Smith

A deliberately vague question can be useful to get discussion going, and to tune pupils in to the topic.

Twenty-five years ago - John V Trivett

There are 'best' moments for the presentation of opportunities to children, so that the already mobilised self can extend itself beyond what it might have done without them.

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Weaving polyhedra - Katrina MacKernan and Jon MacKernan

Weaving and plaiting to make polyhedra.

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Faraway place value - Peter Pool

The coffee lost its attraction as I ran the figures through my head over and over again. How did I get it wrong? By the end I was no wiser, but at least managing an inward smile.

How I learn languages - Richard Barwell

I am reminded that staying in touch with one's own thinking and expressing new or significant insights in the moment are powerful tools in the communication process.

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Shifting Cognition - Emma Leaman

The next day I felt that I was seeing things very differently, as if some blinkers I had not known I was wearing had been removed.

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How I learn - David Rooke

It became evident that there were words being used, by me, which were not conveying the meaning I expected. The words concerned surprised me as I had not expected them to be a problem.

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Inspired to learn - Jill Russell

They went on to invent their own 'proofs', which became more elaborate as they saw each others' results and gained confidence that they were 'doing it right'.

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Transition from school to university - Angela Walmsley

Children may never come to a point where they can value mathematics if their needs and feelings are not taken into consideration.

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I went to university to learn mathematics - Johnston Anderson et al

There is a clear expectation and wish that university mathematics will represent a move forward and a challenge, but one which students are able to meet.

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More mystery - Laurie Buxton

Kepler, after a colossal amount of numerical work, discovered that all bodies travelling around the Sun did so in conic sections.

David Wheeler 1925 to 2000 - David Fielker

His editorials usually contained a blast or two on some recent publication, pronouncement or event.

The role of the teacher - David Wheeler

We can tinker all we like with programmes and classroom environments without even approaching the radical reform in effectiveness that is necessary, because what we are occupying ourselves with is not at the heart of the dynamic process of educating.

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Reviews - ATM

Mathematics for Primary Teachers; Radicl Constructivism in Action; Are you sure? Learning About Proof; Learning Mathematics: hierarchies to networks; Assessing Children's Mathematical Knowledge.

Personal View - Laurinda Brown

'Being with' others and learning how to learn about how people learn seems to be at the heart of developing our teaching.