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Mathematics Teaching 214 - May 2009
This is the third journal of the editorship, it is significant not for that reason but because it is the penultimate journal before we publish MTi for the first time. On page 48 we look forward to some of the content of MT214i which will be unique to that edition of the journal, but in this editorial I am thinking about the way in which the two journals might meld together so they dont become two separate journals but have a seamless flow one to the other...
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MT214 Contents
Editorial - Margaret Jones
This is the third journal of the editorship, it is significant not for that reason but because it is the penultimate journal before we publish MTi for the first time.
Mathemagic on the motorway - Carol Knights and Mike Ollerton
Stuck on the M6 between Birmingham and Manchester, travelling from one venue to another. Mike said something ridiculous about Chichester being in Kent, and somehow we ended up at Mike Askew.
Algebra 2.0 - Asli Özgün-Koca and Michael Todd Edwards
Einstein’s work was sufficiently motivating to encourage him to work doggedly until he found answers. How can teachers engender the same sense of curiosity and engagement in their students?
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The geometry of the universe: part 1 - Stephanie Francis
Looking at a cylinder, picking it up and examining it, I can see for myself that the cylinder is curved. This is to say that is has extrinsic curvature. However, the intrinsic curvature of the cylinder is flat.
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RISP 38: Differentiation rules ok - Jonny Griffiths
The other day after some poster work, I asked Rhiannon to unpack her new word ‘explanysis’.
A Dutch perspective - Pamela Moffett
My visit highlighted differences between national educational systems and between different approaches to teaching and learning in mathematics.
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Shedding light on octons - Barbara Ball
What made this experience special for Hannah was that the activity was her own invention. She was in control of her learning and she used the adults around her as a resource only when she needed them.
An equation-solving approach to Rolle's Theorem - Kyriakos Petakos
A nontraditional teaching approach to a traditional calculus theorem based on a well worked concept since middle high school: equation solving.
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Using posters - Jonny Griffiths
A recent questionnaire amongst my students revealed that posters were something of a guilty pleasure. They scored poster activity highly for enjoyment, but less well for usefulness. Were they being unduly harsh?
Asking the 'right' questions - James Dawe
The reality is that with all the challenges that present themselves during the normal school day the temptation to play safe, get by, or just do enough is ever present.
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Mathematik begriefen - eine ausstellung! - Alan Eales
What next caught my eye and interest was picture of a wooden toy platform with square wheels resting on a horrendously, but regular, bumpy road.
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Hard-to-teach topics: using ICT part 1 - Ruth Tanner
They are taught a variety of angle facts, but seem to find it difficult to remember and apply these facts to solve problems.
How interactive is the interactive whiteboard? - Valerie Quashie
It is the task of the teacher to make their lessons interactive in order to engage and motivate their students; this can be achieved with, or without, the IWB.
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Using Grid Algebra - Mary Lugalia
The software encouraged collaborative learning as some tasks demanded more ideas from each pupil. The instant feedback boosted the confidence and morale of the pupils and led to increased levels of engagement with the tasks.
Provocation 3 - Two Old Men
He made it clear that he did not want to know what the connection was; he simply wanted to know why his answer was wrong. He had, as far as he was concerned, done what he had been told!
Trigonometry with Year 8: part 1 - Jessica Steer, Maria Antioneta de Vila and James Eaton
The reality of the education system in the UK is that students have to sit regular exams in which trigonometry appears as a ladder resting against a wall and students need appropriate machinery for dealing successfully with these situations.
Developing the use of GSP - Barry Orr
Any limitations are probably more related to my own proficiency and creativity at matching the software to the demands of the curriculum and the learner.
Watching the teacher at work - Laurinda Brown and Alf Coles
When we thought about the invitation to outline what we did together, it has felt like a journey punctuated by ‘watching the teacher at work’.
MTi
You will see people attempting to solve a ‘difficult’ geometric problem, some student teachers at work, Paul Gailiunas working with polyhedra, Helen Williams and some primary trainees, and much more that was captured during the conference.
