Mathematics Teaching 194 - Jan 2006
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.
Anne Watson and John Mason explore how variation and in variance within examples and exercises can engage learners with mathematical structure. does visual impact matter when using symbols, such as when learning about algebraic relationships?
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Paul Andrews compares schools in five European countries. He discusses how the physical and social characteristics of schools create the conditions for learning to take place.
Being told that MT was 50 years old took me back to the series of residential weekends witch doctor Caleb Gattegno organised.
Sidney Tyrrell reveals how a novice at Excel can produce a nifty interactive spreadsheet from scratch in about 20 minutes. You can show me the most wonderful piece of software but I can't see a personal use for it, I tend to lose interest.
Julie-Anne Edwards and Keith Jones review how geometry and algebra can be linked using a new free software package that combines geometry and algebra as equal mathematical partners in its representations.
Not a member? Join or click to buy ‘Linking geometry and algebra with GeoGebra’ for £3
John Parker presents a collaborative building project pupils, leading to some elegant three-dimensional solids. Every pupil deserves to have a least the occasional experience of making simple models.
Tony Cotton offers a way to evaluate software to ensure learners are engaged in learning mathematics and not simply being motivated by the thrill of the new. Is a software enhancing the learning of mathematics or is it simply replacing practices that might be more appropriately carried out by teachers.
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Marjorie Gorman describes some ideas for young children to explore mathematics while celebrating Chinese New Year.
Also published in NPHA news for Primary Leaders, May June 2006
Ian Jones explains how he became interested in children's thinking about the equals sign on what he intends to do about it. As a primary school teacher I was aware of common habits among pupils such as writing '5' in the space if presented with 3 + 2 = _ + 1
Robin Ward models for her pre-service teachers how to engage young learners in a mathematical exploration of a geographical fact. She describes an activity implemented in an elementary mathematics methods course with a focus on integrating content areas.
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Taro Fujita and Yoshiko Miura describe classroom study into the learning and teaching of number in a Japanese secondary school.
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Anne Howarth describes the journey connecting number, algebra and shape. Sequences and series provide a good context of the students to practise and extend their algebraic skills.
Getting confused - Colin Foster
A tease with Ts - Geoff Dunn
Surprise - Helen Williams
Time - Tony Cotton
We are beginning to get some feedback to our challenge posted in MT193.
The power is in the simplicity of the idea: learners need to experience variation in examples in order fully to understand mathematical structure.
With practice, one can indeed get really quick at reflected writing.
What are the challenges facing teachers of mathematics? Are we setting the agenda or are we reacting to an agenda that is set for us?
Those of you who teach in state secondary schools in England should by now have seen in your school a copy of ‘Integrating ICT into the mathematics classroom’.
Last year a wonderful, innovative school took the risk of appointing me as their head of mathematics.
Waldomaths; BBC; NRICH
Puzzles from Tandi Clausen-May and Stephen Mack.
When talking to fellow professionals, if Gill thought that what you wanted to do would not help learners to think about mathematics then she would say so.
This was one of the moments when ATM moved from being a group of ‘off-the-wall weirdos’ to being part of mainstream mathematics teaching.