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Mathematics Teaching 176 - Sep 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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MT176 Contents
Reflections - Sarah Warboys
ATM conferences and past ATM articles have presented me with the opportunity to reflect, and experiment with ideas or activities in the classroom.
Making mathematics culturally relevant - Patricia Moyer
The contributions of diverse cultures allow us to gain a rich understanding of mathematics.
QCA Developments - Annie Gammon
The QCA mathematics officers ran a session at the ATM conference offering information about latest QCA developments.
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The power of difference - Laurinda Brown
Q: "OK, so what is 4 squared? 4 to the power two? Have a think and then tell me how you would work that out." A: "4 timesed by itself twice."
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The circle scribe disk compass - Bill Harper
Because the disk compass is so easy to use we can now show children how to draw a wide range of spectacular patterns.
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The baby with the bath water - Ruth Merttens
Teaching and learning may best be seen as two sides of the same piece of paper.
Shape, space and pace - David Fielker
The impossibility of trisecting a general angle is well known: why do they not realise that it is equally impossible to trisect a lesson?
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Paper folding: Trains and folds and planes - Liz Meenan
People seldom associate origami, the ancient art of paper folding, with the rather austere requirements of the national curriculum.
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Number day - Deryn Brand
Over ninety turned up and the corridor outside was crammed. Staff could not get a decent seat.
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Parents, children and fun maths - Jenny Murray
My initial instructions end with, "The most important thing is for you to talk together about what you are doing".
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Bridging units: transition from KS2 to KS3 - Peter Wright
Using the bridging units as the focus for the transfer of information or for cross-phase visits could prove an invaluable tool.
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A Martian visitor's report on certain troubles with terrestrial mathematics education - Heinrich Bauersfeld
Apparently, students arrive at decisions through an unclear fuzzy mixture of intuition and available routines, rather than through clear descriptions of alternatives and arguments.
Developing number sense - Der-Ching Yang and Robert Reys
Mr. Hsu felt it was time to intervene and ask some specific questions that would promote further development. The textbook does not have all the good questions.
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One lesson with my Y10 class - Kate Ravensdale
Once they had swapped and solved those of the person beside them, there was a lot more swapping, which involved some small group discussions.
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Letters
I would recommend it to any beginning teacher as an excellent opportunity to gather new ideas and resources for teaching mathematics.
Words About...
Perhaps maths teachers are too valuable to be allowed to escape the confines of the classroom!
