Mathematics Teaching 209 - Jul 2008
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.
David Fielker muses on some problems from the Easter conference.
Jumping up and down in your chair and then realising you were counting in binary
Perhaps that's why people link maths and magic. They're actually linking magicians and mathematicians
A person behind us leant forward in order to point out how we should be thinking about the problem. Why did it feel so uncomfortable and irritating?
In the second of his two-part series, Francis Lopez-Real offers some reflections on and solutions to 'The mystery theorem' described in MT208.
Douglas Butler believes that teaching with dynamic images (from software and the web) makes mathematics lessons more effective, more efficient and a lot more fun.
Hasan Unal describes some interesting spatial visualisation tasks involving dice.
Carol Kohlfeld describes how she encourages her pupils to talk, discuss, think and explore equations.
John Parsons describes how he invents engaging classroom games to generate learning.
Not a member? Join or click to buy ‘Mathematical games: Skill + Luck = Learning’ for £3
Elizabeth Jarman describes ways in which the physical learning environment can support young children's mathematical communication.
John Dabell describes how he uses 'visual disagreements' to advance his learners' understanding of mathematics.
Telling the time is not an easy skill to teach. Rona Catterall describes a different way to start.
Michelle Foy tries the ATM Grid Algebra software with her Year 7 pupils.
Not a member? Join or click to buy ‘A richer understanding of algebra’ for £3
In the fourth article in their series, Paul Andrews and Judy Sayers describe what mathematics teachers actually teach in four European countries.
Not a member? Join or click to buy ‘Conditions for learning: Part 4’ for £3
If we attempt the reverse and try to use the properties of numbers to tell us something about the properties of shapes, we hit a snag.
I was told not to allow children to use their fingers
Positive or negative?
For maths we only have an hour...It's so much more pragmatic
I am going to use more tasks where students have to argue, get stuck and work together.
Francis Lopez-Real's article in MT208 presented an intriguing theorem. My first thought was, what's special about equilateral triangles?
So the man became a mathematics teacher. It took him a while to find his nÓche. He discovered along the way that sometimes sharing his love of maths with students was not entirely straightforward...
Most schools now have broadband and projectors which means we can explore online video.
It was fascinating to read Dick Tahta's lesson introducing exponentials to a sixth form.
How to grow a teacher. I know there is a great deal to be learned from other teachers, and sometimes simply copying them can be an excellent strategy.
The Continuous Professional Development (CPD) Task Group and news from the website.
Paul Stephenson is operations director of the Magic Mathsworks Travelling Circus.