Mathematics Teaching 198 - Sep 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.
Alan's reflections on learning woodworking provoked a flurry of interesting responses on the ATM e-mail list.
Tom, from geomatics.org.uk and mathematics teacher Jonathan describe how pupils can benefit from some unusual and exciting free resources.
Not a member? Join or click to buy ‘The geomatics.org.uk project’ for £3
Julie and Alan visit Arsenal's Double Club Project.
Julie and Alan's visits focused on the work being done by Arsenal Football Club. How do you feel about incentive schemes such as these? Do they help pupils learn to enjoy or gain satisfaction from mathematics work? Or do they work against any sense that mathematics is worth doing for its own sake?
Robin and David model how to engage middle school students in an integrated mathematical exploration of algebra and art.
Rosemary partially mixes her ability sets to encourage well motivated pupils to inspire those with a more negative view of mathematics.
Samantha describes a resource she made to teach Y2 children about fractions.
Alan shows some simple examples of ways in which Autograph can enhance learning in the KS3 curriculum.
Not a member? Join or click to buy ‘Autograph in the KS3 classroom’ for £3
Kate describes a way of motivating learners to solve and reflect upon mathematical problems.
Not a member? Join or click to buy ‘Mathematical challenge boxes’ for £3
Andy describes a week of 'timely' open-ended lessons with a high ability Y9 group of boys.
Not a member? Join or click to buy ‘Clocks, angles and functions’ for £3
Erica describes how her students worked on a special reasoning problem stemming from an iteratively constructed sequence of cylinders.
Frank discusses his research into collaborative thinking in the primary mathematics classroom.
His sphere got bigger and bigger until he noticed that he was actually on the inside of the sphere and the wool he added to it only trapped him further inside the ball.
I had to report back that there were happy numbers containing a 5 if you look hard enough.
My heart sank, since this wasn’t really using Sketchpad as I had hoped, but I came up with the following idea.
After working on some more examples, each time using graphs to support his searches for missing numbers, he was still trying to find another method to find the values by adding digits.
ACME will be making additional recommendations for continuing professional development for primary practitioners.
They clearly did not see the value in setting out lines of working.
ATM has been enormously successful as a teacher support organisation.
Only men can shift packing cases, and then only if their names follow in strict alphabetical order, and then only if they wear cloth caps and whistle through gaps in their teeth.
More than enough activities to make this my number one free mathematics website.
Mathematics teachers value external courses and conferences as well as their internal support networks where mathematics is valued.
My beloved Liverpool were playing and what a cracking game it was!
Our challenge is to get beyond the stage of enjoying the maths ourselves into the complex territory where we find ways of guiding our incredibly varied students to construct meaning for themselves.