Mathematics Teaching 211 - Nov 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.
What teachers need to do is make understanding cardinality a central part of counting, and include many opportunities for children to create sets of a given number as well as count all of a set. This will, amongst other things, prepare them for the different addition situations of 3 + 4 = ? and 3 + ? = 7. And the value of two? Priceless.
Wayne Steel interviews some Year 10 pupils to find out about their understandings of numerical verification versus algebraic proof.
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Yuichi Handa and Thomas Mattman present some basic concepts from knot theory as a natural extension of commonly-taught geometric ideas.
Doug Brand, Melanie Durose, Sharon Walker, Sarah Fryatt and Sarah Baron reflect on a very different form of ITT assessment.
John Mason drew the 2008 Easter conference to a close. Here is the final part of his address, continued from MT210.
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Small groups of people took these symbols and, together, both deciphered them and then applied them using their personal musical knowledge and instrumental abilities.
Dave Hewitt muses over one real and one imagined lesson.
Andrew Blair proposes replacing strategy and investigational lessons with jointly-regulated inquiries, in order to harmonise method with content.
George Hardy describes his categorisation of practical mathematical tasks using drama, body maths and a host of outlandish props.
Ruth Tomsett describes ways in which Venn diagrams can be used to add challenge and develop reasoning, discussion and mathematical thinking at Key Stage 2.
We move away from asking questions to which we want a correct answer, so that we can say ‘Right’ or ‘Wrong’, and instead solve problems that interest us, talk about mathematics and connect ideas together.
The combination of rotation and enlargement sometimes called a spiral similarity.
I have used this idea with many classes since the conference, ranging from low attainers to further maths A-level students.
If you find two different ways of labelling the same block, you have found an equation for transformations.
One pupil said, “Once you’ve solved a problem, you feel quite proud of yourself.” Students talk about their work with confidence, ask questions when unsure and are not afraid to be wrong.
Thank you authors. It has been a privilege to hear the voices of so many struggling to make mathematics teaching the personal thing it should be. I am really looking forward to reading the new team's MT from 2009. Long may MT continue to challenge, provoke and reflect.
We’ve reached the ‘end of the road’ with this, the final instalment of Correlation Street, and the editors would like to express their huge thanks to Jonny Griffiths for regularly providing us with pieces that at different times have been thoughtprovoking, provocative and hilarious. Remember that you can buy Jonny’s Correlation Street ebook here.
Oliver Bowles provides the reader with some free websites where the resources can be reviewed and directly applied to a lesson within only 2-3 minutes.
This is sadly the last Scotlines. The editors are extremely grateful to ‘Frances’ for her honest and thoughtful writings in Hodlines and Scotlines, which have made a fascinating contribution to MT.
Meetings have been taking place between officers of ATM and other associations to explore ways in which they can better work together to bring about improvement in mathematics education in schools.
Phil Dodd teaches mathematics in Houghton Kepier in the north east of England. These puzzles come from his Puzzles: A Mathematical Resource Book.