Mathematics Teaching 201 - Mar 2007

Effective conditions for learning - Barbara and Derek Ball

We challenge the notion, seemingly suggested by the article, that classroom collaboration involves conformity. We believe that you can only collaborate if you have a good sense of your own autonomy.

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Mathematics in the foundation stage - Ruth Pimentel

For young children, talk is at the heart of their learning - talking with adults, their peers and in their imaginary situations - and is a feature of early development that many practitioners excel at. Problem solving also comes readily to young children and talk is at the heart of this.

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Why play I-Spy when you can do mathematics? - Robert Andrews and Paul Andrews

Robert has been playing with primes for a number of years and is aware of the ways in which they are distributed around the multiples of four and six. He is familiar with the ways in which multiples behave and how different sets of multiples, as in games like Fizz Buzz, coincide in well-defined and predictable ways.

Chocolate maths! - Margaret Jones and Val Underwood

A varied day of stimulating mathematics with key stage 2 learners revolving around chocolate.

Richard Phillips' website with a collection of stunning maths images

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Teaching and learning through problem solving - Mike Ollerton

Problem solving does embrace 'finding all the possibilities', 'logic', etc. I wonder, however, about breaking it down into specific steps or ways of working. Problem solving is rarely a clean, clear set of procedures, otherwise where would the 'problem' reside?

Theory into practice goes exactly - Jonny Griffiths

So how should theorists and practitioners get along? If things go well, there will be a harmony present, each realising their dependence on the other. If the relationship breaks down, then the practitioner will weary at the words of the theorist, that can seem so remote from the daily hurly burly of the job itself, while the theorist may find the practitioner's attempts to engage in theorising rather gauche and embarrassing.

Spreadsheet file to accompany this article

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Outdoor mathematics - Jackie Kennard

One of the most interesting developments in teaching has been the growing importance of the outdoor environment. Whether it be playground, garden or field, the outdoors offers a range of challenging experiences, especially in the delivery of early mathematics.

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Statistical fun - Alan Catley

One of the key things that I have learned when teaching statistics is that it makes for far more meaningful experiences if learners are involved in working with real data. So, even though coursework will soon be 'history', I would still encourage teachers to incorporate resources such as Census At School into the teaching and learning of statistical topics.

Alan Catley has provided a huge selection of resource materials to accompany this article

Shape and space at key stage 2 - Jenni Back, Chris Brooksbank and Geoff Faux

We all live with the numeracy strategy. Working on this article made us look at both the advantages and the constraints of working within the strategy. In a conversation after a working session in school, Chris and I were very conscious that, again this year, there have been some major additions to the unit plans.

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Complex variables in secondary schools - Jerry Dwyer, Barbara Moskal, Billy Duke and Jennifer Wilhelm

Complex variables is an area of mathematics that is not typically studied at secondary level. We developed seven lessons designed to stimulate students' interest in mathematics and, through these lessons, to improve their knowledge and understanding of algebra and geometry.

Files for the Julia Set for Maple software

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Proof and geometric reasoning - Rebecca Evans

Proof is a fundamental aspect of mathematics. Without the notion of proof, mathematics would not exist as a separate subject, as it would be essentially indistinguishable from science. Yet proof is often reserved for 'high ability' students in schools or those studying mathematics in further education.

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Mental maths - passive to active - Victoria Williamson

I feel that mental maths sessions have become too repetitive and shallow in their focus - children chanting tables or adding numbers by rote without any real challenge or thought involved. I therefore decided to think about alternatives to the mental maths session.

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My mistakes - Anne Watson

Of course, in communicating mathematics such slips are irritating and frustrating for the reader.

Warning - John Dabell

...and run my Cuisenaire rod along vulgar fractions; =nd make up for the sobriety of my youth.

Card trick - John Harrison

No sleight of hand is needed, but some preparation is required.

An explanation for this card trick

PI - Sarah Knowles

One student was trying to justify to the other that  is a number, and that it is irrational, although this was not the term he used.

Accidental Anamorph - Paul Stephenson

The scene is the staffroom kitchen of George Eliot School, Nuneaton.

Reflections - Tandi Clausen-May

And for the time being at least, problem solving, creativity and innovation are rife in this environment.

9 Correlation Street - Jonny Griffiths

If you devote your life to theorems that are contingent on other as yet unproved theorems, you may get what is coming to you.

Webwatch - Joanne Walpole

The web address looks awful but it takes you straight to a list of maths resources for foundation stage all the way through to key stage 4 and beyond.

News from ATM

Cursework is dead (hooray)...long live the development of mathematical capability (coursework by any other name).

Hod-Lines

I don’t think teachers can develop unless they have a group of friends or a curriculum team – where they can relax, feel accepted and be completely honest about their practice.

Puzzle page

Phil Dodds shares some intrigue and thought provocation.