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Mathematics Teaching 196 - May 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. To make your views known go to the ATM forum add your views, ideas and comments.
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MT196 Contents
Learning To Teach - Gill's Story - Gill Hatch with Tim Rowland
Gill Hatch was a very fine mathematician. Indeed, following her undergraduate studies in Cambridge in the late 1950s, she was one of the elite who went on to the notoriously difficult Part 111 of the Mathematical Tripos.
Some Thoughts On Being In Front - Alf Coles and Barry Orr
Alf and Barry reflect on what it looked like when Alf taught a year 7 lesson.
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A New Look at a Polya Problem - Frances Lopez-Real
Frances brings a dynamic geometry perspective to the 'square-triangle' problem from George Polya's How to Solve It.
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Let's Get The Show On The Road - Adrian Oldknow
With an eye to the ATM/MA roadshows, Adrian presents a selection from the new crop of free mathematics ICT resources.
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The Revisions of the Primary Strategies - ATM
An edited version of the letter sent to the National Strategy by the ATM Curriculum Group in January 2006 appears and Tim Coulson outlines some advantages of their renewal.
Looking Back in Problem Solving - Jinfa Cai and Michael Brook
Often, after students solve a problem, they believe they have accomplished their mission and stop further exploration.
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Tessellations In Word - Colin Foster
Colin and pupils from 7FR and 8ML at King Henry V111 School, Coventry, create some eye-catching tessellations using Microsoft Word.
Colin Foster: Tessellation in Word (Word document so you can play with it)
Luke Robinson: Tessellation in MS Paint (Word document so you can play with it)
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Working With Year 6 - Peter Hall
Peter describes three outreach projects with which his mathematics and computing specialist school is involved.
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No Problem with Problem Solving - Jon Kurta
Teachers I have worked with have been enthusiastic about having a resource that provides structured support.
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Mathematics Teaching In Four European Countries - Paul Andrews and Judy Sayers
Paul and Judy analyse teachers' didactic strategies.
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Just tell us the rule - Mika Munakata
Students who learn mathematics with understanding realise that mathematics involves much more than finding the correct solution.
Surreal mathematics - Derek Ball
Does pedagogy of the surreal have a place in our schools, nurseries and play groups - and, in particular, does it have a place in the learning of mathematics?
Pace? - Aaron King
I have relaxed and taken more time to listen to children’s answers and in the process find out what it is that they are misunderstanding.
The Education Show 2006 - Diana Cobden
So what was new for primary teachers with an interest in mathematics?
ATM and the revision of the Primary National Strategy
ATM is not alone in being alarmed. We request that the strategy listens to their consultants, teachers and teacher trainers.
Reflections - Margaret Jones
I have been lucky enough to teach all phases – nursery, primary, secondary and at degree level – and have had many non-standard experiences within my career.
Professional Officer's Update - David Cowley
When I taught mathematics in school I was unaware of the width of the spectrum of people involved in supporting mathematics education.
4 Correlation Street - Jonny Griffiths
It is a truth universally acknowledged that a man in possession of a good calculator must be in want of a sum.
Hod-lines
There is no suggestion that these numbers come with any margin of error or that there might be anything suspect in the process that produces them.
Puzzle Page
Given a polyomino, can you always rearrange the squares to produce a polyomino with the same area and perimeter and with rotational symmetry?
Paul Stephenson's solution to 'Where did it all really start?'
