Mathematics Teaching 195 - Mar 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.
Working with his daughter and her friend on a problem-solving task gave Graham the opportunity to reconsider how best he might help. Graham has published a more recent article with the same title in 'My Child' magazine.
Gill Hatch (1937 - 2005) was a creative mathematician who had the gift of inventing activities that helped people to learn mathematics.
Jennifer and Charlie describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
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A 'decimal helical number line' has advantages over conventional number lines and number squares, according to John.
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Two incidents cause Mike to ask whether learners appreciate what motivates mathematicians and the power of asking 'what if?'
Jackie reports on a League for the Exchange of Commonwealth Teachers (LECT) study visit to Budapest.
Eligio describes what happened when he decided to teach university-level mathematics to Y8.
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James's view of mathematics: skills, tools and problems.
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Victoria compares how her pupils responded to the same tasks when working individually and in small groups.
The authors believe that glide reflections complete pupils' repertoire of geometric transformations.
Anne shares some ideas about mathematical habits that have become more and more powerful for her.
Heather describes a pilot study to investigate the extent to which learners use imagery in a variety of spatial problems.
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Ruth describes what she sees on her first visit to BETT.
Peter questions what constitutes financial capability in the modern world.
“I’ve got to work out how long to cook a chicken that weighs n kg. What’s a chicken that weighs n kg?”
“This is really supposed to be a lesson on straight line graphs.”
We have received many responses to our challenge in MT193.
What is the difference between 36 and 29? What was your answer? Can you see why another way of putting this question might be to ask what is the difference between teaching mathematics in a primary school, a secondary school, a university?
To try to create a politics-free mathematics pedagogy is to try to create a pale image of the real thing.
Every mathematics teacher seems to have a personal collection of websites they use in the classroom. Would you consider sharing your top websites?
ATM believes that it is how students are taught rather than what they are taught which is the key to helping them to become confident and competent in mathematics.
I think I should see it as my responsibility to ensure that I am noticing and praising their mathematics not their compliance.