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Mathematics Teaching 210 - Sep 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. To make your views known go to the ATM forum add your views, ideas and comments.
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MT210 Contents
A billion is how big? - John Gough
John Gough suggests ideas for using length, area and volume to help grasp counting, numbers, place-value and unusually large quantities.
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Some...are more equal than others - David Fielker
David Fielker looks at some aspects of the equals sign.
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Early Years Foundation Stage: How much does it count? - Ian Thompson
Ian Thompson examines the teaching of number in the new EYFS.
Fragments and coherence - Anne Watson
Anne Watson’s opening address to the joint Easter conference, 2008
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Please Sir, I want some more! - Jayne Stansfield
Jayne Stansfield reflects on the benefits of her students visiting the 2008 Easter conference.
Joined-up reflections: part 1 - John Mason
John Mason drew the 2008 Easter Conference to a close. Here is the first part of his address.
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Bowland maths: problem solving in Key Stage 3 - Peter Lane, Adelaide Lister, Alice Onion and Karen Wintle
Alice Onion, Peter Lane, Adelaide Lister, and Karen Wintle reflect on the experience of trialling resources developed to increase student engagement through solving problems.
Philosophy in the mathematics classroom - Christopher Martin
Christopher Martin found that he needed to persevere when attempting to set up a climate of discussion in his classroom.
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Quilting with Year 6 - Geoff Faux and Barbara Hepburn
Following an ATM working weekend funded by the Clothworkers Guild, Geoff Faux and Barbara Hepburn invited three neighbouring village primary schools to make a quilt as a collaborative venture.
Outcome-led and process-led teaching - Rebecca Teasdale
Rebecca Teasdale suggests technological and pedagogical resources which can help to reconcile learning-objective-led and process-objective-led mathematics teaching.
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Equal areas - Derek Ball
When working on problems about drawing equilateral triangles, I happened to notice this property for a square...
Playing dominoes - Alistair Bissell
After some discussion, the students seemed to be in agreement that this would not be possible...
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Mathematics and global warming - Natalie Carr
When will Newbury be by the seaside?
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Reflections - Carol Kohlfeld
Teachers should make the same commitment to learn and make connections, as do their students.
Webwatch - Stella Dudzic
Stella Dudzic suggests making use of some of the resources at www.rsscse.org.uk/qca/resources.htm with learners at key stage 3 or 4.
18 Correlation Street - Jonny Giffiths
For certain mistakes, the weary teacher may sometimes feel like clubbing a student to a slow and painful death.
ScotLines
One of my students next year is coming from a primary school where he is one of five pupils, and three of the other four are his siblings. I hope my room will feel welcoming.
Puzzle page
Notes for Paul Stephenson's puzzle
What you see here are the other ends of the diagonals from a single vertex of a regular polygon.
