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Mathematics Teaching 181 - December 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. To make your views known go to the ATM forum add your views, ideas and comments.
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MT181 Contents
Mathematical thinking? - Andrea Pitt
I have been trying to decide what mathematical thinking is and how I would recognise it in my classroom.
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9 can be even and odd - Carol Aljets
In first grade (6- to 8-years-old) a great deal of time is focused on developing number sense and recognising mathematical patterns.
The goals of mathematical education: part one - George Polya
At a time when university mathematicians are making important decisions about the school mathematics curriculum, perhaps it is appropriate to hear from Professor George Polya: What do people generally think is the aim of the schools?
The goals of mathematical education: part two - George Polya
If teaching were a science there would be a best way of teaching and everyone would have to teach like that.
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Estimating: extracts from an E-mail conversation
When are we going to do something about the notion that we should teach children to estimate before they do a calculation?
Encouraging all learners to think - Liz Bills, Penny Latham and Helen Williams
The authors believe that the way to promote mathematical thinking is by effective questioning.
What is mathematical thinking? - Barbara Ball
Your job as teachers is a crucial one: as Polya said, you have a choice between killing your pupils' interest and giving them a taste for independent thinking.
Attitude is everything - Zoë Rhydderch-Evans
A positive and realistic attitude to the subject would be the best gift we could offer to our young and emergent mathematicians.
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Geometry: An urgent case for treatment - Peter Shannon
There is less geometry being taught in schools than at any time since the Middle Ages.
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Who is doing the thinking? - Ken Saunders
Get a piece of wood and a pen and write numbers. Then get a pencil and make little marks; straight ones, and when you've done five, make another big one.
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Always, sometimes or never true? - Malcolm Swan
I invited participants to work in groups to try to decide whether they are always, sometimes or never true.
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Mathematics as thinking - Nick Pratt
"That's fascinating, but what I want you to see is..." If you have ever found yourself saying these words then it is likely that you may be stuck between a rock and a hard place.
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Curricular opportunity and the statistics of lines - Paul Andrews and Heather Massey
Data, unless collected within a meaningful context and then analysed purposefully, is not worth collecting.
Reflections - Adrian Pinel
Research into beliefs has shown that people are quite capable of holding conflicting ideas in different compartments of their minds, without connecting them or feeling the need to resolve them.
