Mathematics Teaching 175 - June 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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MT175 Contents
Reflections - Geoff Dunn
Would I object to receiving extra funding to run a faculty specialising in mathematics, in training, in research? Well no! I'm trying to do it already but could do with more time and resources.
Friday reflections - Damon Vosper-Singleton
It has also become apparent that it could be easy to lose sight of cross-curricular opportunities in the process of teaching, due to the pressures of time and priorities such as deadlines and exams.
An informal diary: teachers learn arithmetic- Thomas C. O'Brien
In the flow of ideas in the history of mankind, place value is virtually brand new, and teachers struggle valiantly to get children at age 5 and 6 to make sense of complex ideas that even the Romans with their great civilization didn't know.
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The early childhood mathematics group - ATM
We contributed examples of good practice in both shape and space, and attitudes towards mathematics.
Noticeboard - ATM
Maths master classes at Treviglas Community College in Newquay have given some local youngsters an extra challenge.
It was just a matter of time- Steve Chinn
Time is full of inconsistencies, in vocabulary and in the way numbers are used. Count up the number of inconsistencies in Algy's lesson.
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A lesson for pattern spotters- Jill Russell
Tim's meticulous work showed that the almost universal rule, '3 examples are enough...', could be shown to be false with one counter-example.
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Can I still play when I am seven? - Anne Desforges
Learning through play still tends to be regarded as a method which allows for recreational rather than rigorous learning.
Foundation stage mathematics- Sue Gifford
Whilst not wanting to be a cynical old donkey, I wasn't sure I wanted to be mindlessly bouncy and stripey about it either.
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Running a maths week- Lorna Wright
No numeracy hours for a whole week? All normal timetables abandoned completely? Sounds crazy? Idyllic?
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NNS Reception compared with QCA Foundation guidance - ATM
A comparison of some key features of the National Numeracy Strategy framework for reception with those of the QCA Curriculum guidance for the foundation stage.
Art and mathematics: Some comparisons- John Dodridge
We can still tend to overlook the process of children's exploration in solving a maths problem because we are intent on looking for their final solutions.
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Art and mathematics: The best of both worlds- Anne Woodman
My own personal inspiration, in the years spent as a primary teacher and, later on, a teacher adviser, was promoting, at every opportunity, the links between art and mathematics.
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Mathematics at our fingertips - John Dabell
There are a lot of children who can't see the wood for the trees and roam about the mathematical rainforest aimlessly.
Finger maths- Jeanette Harrison and Matt Strevens
Using fingers to help work out multiplication facts for six to ten times tables: an individual challenge for a Y5 child.
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A letter to the editor from Paul and Philip - Gillian Hatch
I felt that they deserved the credit for discovering an error that has stood unchallenged for more than 20 years.
Algebra at levels 5 to 7- Gordon Fletcher
I abandoned the ST(P) books since I didn't feel that they would support the whole class interactive teaching I wanted to achieve with this project.
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Percentage questions- Mark Moody
In the interests of a smoothly run lesson, it is often tempting to ask a series of closed questions and feel that the students are involved because they are giving you the 'right' answers.
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Power maths- Sydney Schuman
The student should now be more amenable to those aspects of calculus that cause the most anxiety.
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Using assessment for effective learning - Clare Lee
Using ways that allow the pupil to express the state of their current understanding, puts the teacher in a position to do something about it, that is to use their own professional knowledge effectively.
Numeracy Strategy for KS4 and Palindromic Multiples - Dean Rowley and Bob Margolis
What we need is a numeracy strategy at KS4.
Fourbidden - Kathryn Vaughn and Helen Williams
There are now two packs of Fourbidden cards, the latest designed with KS3 students in mind. There are 52 cards in each set, on each card a familiar mathematical term is printed on the left, with four related words shown on the right hand side of the card.
