Mathematics Teaching 179 - June 2002

Numicon, numeracy and a special need - Vikki Horner

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.

More about the Numicon pilot study

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Who wants proof? - Derek Ball

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.

Geometer's Sketchpad files to accompany this article

Wicked Waste - Mark Yoxon

Objects familiar to all children - comics, cans, chips - become the means of enjoyable instruction in literacy and numeracy.

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Why does -1x-1=1? - Andrew Durdy

Context and subsequent familiarity with how to multiply two negative numbers is important in pupils overcoming their initial confusion.

Flexagons, a spatial odyssey - Jill Russell

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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90 minutes on a Sunday afternoon - Adrian Pinel

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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Mathematical adventures in role play - Constance Tyce

With careful thought and planning, all role play situations can provide children with mathematical adventures.

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The place of using and applying mathematics - Alison Price with the KS1 and 2 working group

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.

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Egg cartons revisited - Eula Ewing Monroe and Marvin Nelson

'Found' materials still serve well in helping children develop understanding of concepts both at school and at home.

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Cyclic and tangential polygons - Francis Lopez-Real

Why are certain techniques or bits of knowledge considered important enough to include whilst others are not?

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ATM conference 2002

A collection of cameos from ATM Conference 2002.

Obituary: Ray Hemmings

A highly respected member of an adventurous team whose approach to teacher-training influenced many other university departments of education.

Reflections - Helen Williams

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.

Update - ATM's Professional Officer

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.

Words with: Phil Clegg

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?