Mathematics Teaching 213 - Mar 2009
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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MT213 Contents
Patterns and problem solving - Tom O'Brien and Chris Wallach
Tom O'Brien working with Chris Wallach document their experience of working with 6-year-olds over several weeks.
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From mathematics to mathematics-with-ICT - Jay Timotheus
Jay Timotheus continues to expand his ideas with specific reference to the working classroom.
Visual Fractions (TI-Nspire) file to accompany this article TI-Nspire software download for above file (use in 'handheld' mode)
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Breaking the equation - Andreas Stylianides
Andreas Stylianides describes working with students on a journey to appreciate the difference between being convinced and 'proof'.
Errata in printed journal version only(with apologies)
The title of this article was over-edited: it should read “Breaking the equation ‘empirical arguments = proof’” and Page 12, last line of column 1 should read: “...the 2^(n-1) formula for n=15”. The pdf available here has been corrected.
Lesson plan and notes available in PowerPoint and PDF format
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News from ATM: Testing in Denmark - David Fielker
David Fielker reports on a recent editorial from Matematik, the journal of the Danish Association of Teachers of Mathematics. ATM has links with many associations across the world and the editors hope, from time to time, to include appropriate international comment.
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RISP - Jonny Griffiths
Jonny Griffiths offers another rich starting point for the classroom.
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The Williams Review - Rupert Knight
The Williams review reinvigorates the case for collaborative working and group settings - Rupert Knight reflects on practice past and present.
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It would be 19 if 10 was an odd number - Derek Ball
Teachers had gathered to explore the theme of creativity in learning mathematics. The workshop provides some indication of the creative spirit these teachers brought with them.
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Webwatch - Jenni and Jon Ingram
Even our very own web editor has started his own blog, combining news about the ATM website and interesting thoughts relating to the maths he encounters in the world.
Sum formula for production of consecutive integers - Hasan Unal
Hasan Unal continues to exploit the power of visual imagery to make explicit algebraic relationships.
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Pythagoras' canvas - Garrod Musto
Garrod Musto describes how the work of Tobia Ravà inspired his students to produce their own 'mathematical' art work.
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Provocation 2 - Two old men
Testing is so much part and parcel of mathematics for most students. Need it be so?
Puppets count - Brenda Keogh and Stuart Naylor
Engaging and motivating children in school is always a challenge for teachers, and for some, mathematics can be especially challenging. So what can puppets do in mathematics lessons that teachers don't already do?
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Notation - Anne Watson
Anne Watson explores the importance on notation in supporting children's understanding of mathematics.
Workshop jottings - Corinne Angier
The day had included a great deal of mathematical thinking and discussion. There was a good dose of story telling and general news round-up along with the odd rant and a delicious lunch.
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Mental calculation - Ian Thompson
Ian Thompson makes the case for keeping mental calculation strategies 'in the frame'.
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Nim - Atara Shriki
Implementing games of strategy in the classroom can enable students to practice various topics in a competitive joyful atmosphere while developing their mathematical thinking and improving their knowledge.
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Arithmetic with dice games - Marion Walter
I made up some dice problems for a child's birthday. I thought MT readers might like to use some of these activities for their children.
Puzzle page - Alan Parr
More puzzles for 2009. Alan Parr works at the Centre for Mathematical Sciences, University of Cambridge, and devised these questions whilst working on the AIMSSEC (African Institute for Mathematical Sciences Schools Enrichment Centre) project.
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New from ATM - Jean Carnall
More People, More Maths; Functioning Mathematically; Early Years - Thinking Maths; Primitives; Mathematics for Every Occasion
