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Mathematics Teaching 174 - March 2001
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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MT174 Contents
Reflections - Sheila Ebbutt
We can discuss whether the decisions that have been arrived at are sensible, and we can broaden the interpretation of what is required.
6 is not odd, 13 is - Jane Bovey and Barbara Allebone
We need to consider how we present problems involving the ‘difference between’. This is not an easy task as ‘the difference between’ has little meaning in the real world of 5 and 6 year-olds.
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Noticeboard - ATM
Reflective and rotational symmetry are everywhere. Children are able to experience reflection and rotation in a hands-on way.
In the clutches of algorithms - Piotr Zarzycki
We need to accept that there are hundreds of algorithms, all forming part of an armoury of calculating techniques. In addition, what constitutes an efficient algorithm may differ for different students.
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Towards a definition of basic numeracy - Michael Girling
Basic numeracy is the ability to use a four-function electronic calculator sensibly: if this definition is accepted it is obviously necessary to re-examine our objectives in the teaching of calculation in mathematics.
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From mental or algorithmic to strategic or procedural - Mike Askew
Place value is as much a human invention as the physical tools of paper and pencil.
Mad Hatter Maths - Paul Gee
I had not seen anything like this in the maths textbooks. I thought the whole point of place value was to make numbers behave in an orderly fashion!
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A tale of two conferences - Chris Bills
s with ATM conference much of the enjoyment of attending mathematics education conferences for me comes from the involvement with mathematics.
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Money and shops, role play and real life - Rose Griffiths
We rushed to the new shop and collected big baskets of tins and packets; we were very disappointed to find that you were expected to pay for everything at the exit.
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Through the square window - Pat Ashworth and Steve Plummer
The two square shapes are so simple and basic to maths it is easy to assume that everyone is looking at them, and thinking about them, in exactly the same way.
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Serendipity, and a special need - Tony Wing
Remember structural apparatus? It's that coloured stuff that used to be recommended to teachers before we discovered that counting and using our fingers was the royal road to arithmetic.
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From Theta to theatre - Sally Griffin
By liberating the students from their real identity and giving them the mantle of the expert or the role of one who does not know, it is safe to ask and answer questions.
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Professional development and MT - Ruth Tanner
Arithmetic is concerned with getting answers. Algebra shifts the attention from answers to what is required to be done to get an answer, namely operations.
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An e-mail conversation on algebra - ATM
In one area a shop was set up. Pupils from several schools attended, but not one made any use of the traditional-style balance or even recognised its purpose.
See, hear and be moved by maths - Chris Tomlinson
As mathematics teachers we each have a responsibility to look forward and think of ways to teach the curriculum in a way that suits learners, in a way that enables students to see, hear and be moved!
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Developing number developments - Julie Gibbon
Developing number software is a resounding success for ATM: the three programs of Developing number are excellent and every child should have access to them. To my mind their use is a solid way of improving understanding, competence and confidence with number.
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Reviews - ATM
The Nunber Devil; Maths 4 Real; Money Counts: Developing Financial Capability on the Primary School.
Sic transit gloria mundi and Pluperfect numbers - Jon MacKernan and Laurie Buxton
One of the few things to be consigned to the dustbin of history quicker than a National Curriculum for Mathematics is a Secretary of State for Education.
Words with Jo Hunt - ATM
I have experienced some sessions where I have prepared four things and we have done just one. I say, 'Well, best pack up then', and they look so surprised.
