Mathematics Teaching 199 - Nov 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.
Stephanie and Pat call for an end to an approach to teaching which makes a nonsense of pupils' learning of mathematics.
Not a member? Join or click to buy ‘Time to say 'enough is enough'!’ for £3
Following their recent trip to Poland Derek and Barbara call upon the English to rise up against the bureaucratic education system.
Julian explains to Colin Foster the principles behind his extraordinary deceptive drawings.
Sarah addresses some misconceptions in algebra.
Tom describes how two of his students' familiarity with Su Doku affected the way they discussed a three-dimensional problem solving task.
Ruminating on coursework - Hilary Povey and members of the All-Attainment Teaching and Learning Group
Hilary and members of the All-Attainment Teaching and Learning Group on the challenges and frustrations of GCSE handling data coursework.
Jenny describes resources aimed at encouraging discussion among primary mathematicians.
June describes working on ratio and direct proportion with a KS3 student with dyslexia.
Ruth explains why she has become a fan of teachers' TV.
Not a member? Join or click to buy ‘Unexpected outcomes from Teachers' TV’ for £3
Tandi describes some Powerpoint presentations designed to help visual learners calculate the circumference and the area of a circle. Powerpoint (2003 version only) files accompany this article:
Paul and Judy compare texts, times, technologies and trails in mathematics lessons in five European countries.
Not a member? Join or click to buy ‘Conditions for learning: Part 3’ for £3
Irene describes how she improved the quality of her Year 1 children's mathematical talk.
The student can be prompted to deduce each calculus power rule...
Knowing when to stop not intervening is perhaps even more important.
A plea from a Year 10 student to all mathematics teachers to consider the classroom from her point of view.
Both the learners and I needed to do the exercise physically to believe it.
I was struck by how she could notice something that, to me, looking at it algebraically, seemed pretty complex and very hard to spot.
I had not realised that you are bigger on the very day that you are older – on your birthday.
This time the children did not hesitate to count the apples, sometimes touching them as they counted off the numbers out loud. Their confusion was gone.
Having read all the articles in this issue a few days ago I am returning to them and find myself wondering what the 'Dissatisfied Customer' (a Year 10 student) will make of it. There are many descriptions of classroom activity; I wonder if any will satisfy her eloquent plea...
Robert, who has just been writing eleven-digit primes on the board from memory, has a think: “Blimey, that’s a tough one ”.
Sharing resources is the best way to ensure that our students receive the best possible education.
I am looking forward to getting these major systems in place and running smoothly so I can turn back to other general improvements to the website.
He described his anxiety at not understanding how the hand loom worked and how he came to understand.
There are a significant number of mathematics teachers who are not members of the associations. This is a potentially serious issue.
I suspect there are two reasons why the issue of writing in mathematics lessons has been pushed off the agenda.
Phil Dodd teaches mathematics in Haughton le Spring in the north east of England. He is the co-founder of the North East Maths Fair and has written books on classroom maths, some of which have a multicultural flavour.