Mathematics Teaching 179 - June 2002
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.
My daughter needed something that was visual, tactile and multi-sensory because the number system is too abstract and she could not find a way in.
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We will only want to prove if we are that way inclined. And we are that way inclined if we have developed a certain philosophical style when we are quite young.
Objects familiar to all children - comics, cans, chips - become the means of enjoyable instruction in literacy and numeracy.
Context and subsequent familiarity with how to multiply two negative numbers is important in pupils overcoming their initial confusion.
Hexaflexagons (or flexagons) have a magic that has enthralled some of the greatest minds for over half a century, including my hero, Richard Feynmann - theoretical physicist extraordinaire.
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The proof issue looked promising as a source of ideas for my Sunday afternoon session with primary trainees from the southern region on 'mathematical reasoning and proof' - actually in homage to a less formal approach I'd entitled it 'Oh yeah? Prove it!' - the session was part of a weekend course to bolster their own subject knowledge.
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With careful thought and planning, all role play situations can provide children with mathematical adventures.
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One teacher commented that problem-solving activities in number were more difficult to find.
I could be the best mathematician in the world if I actually enjoyed it - Elena Nardi & Susan Steward
A substantial number were not actually engaged with the mathematics in front of them, although they did it unquestioningly.
'Found' materials still serve well in helping children develop understanding of concepts both at school and at home.
Why are certain techniques or bits of knowledge considered important enough to include whilst others are not?
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A collection of cameos from ATM Conference 2002.
A highly respected member of an adventurous team whose approach to teacher-training influenced many other university departments of education.
I am concerned about what might become a separationbetween what is seen as the creative part of the curriculum and mathematics. What ATM can do is to demonstrate, promote and celebrate creative approaches to mathematics teaching and learning.
In the end I did all of these things. I came away from conference with my head full of all the different ideas that people had suggested.
It has been suggested that 'a negative view of study is embedded in the culture of masculinity.' You have argued that this need not be the case. Can you elaborate?