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Mathematics Teaching 216 - Nov 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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MT216 Contents
Special edition: Engaging mathematics for all learners
Editorial - Margaret Jones
This edition of MT is a special edition. Almost all the articles have their beginnings in the QCDA’s project on Engaging Mathematics.
Welcome to the Engaging Mathematics Project - Sue Pope
Making mathematics come alive for learners by implementing the programmes of study is an exciting opportunity for teachers. Working collaboratively with colleagues was found to be a key factor in ensuring success.
Numbers count - Carol Duffy
The school wanted to support the development of students’ appreciation and comprehension of number through positive, challenging and enjoyable experiences which help consolidate learning.
Inclusive mathematics classrooms - Mike Ollerton
Seeking to define the word ‘inclusion’ or ‘inclusive’, when applied to mathematics classrooms, is complex and I would imagine there will be a range of interpretations, representations and manifestations.
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Professor points: part 2 - Mary Karacalik
The children would desperately clamour to be the professor and were also keen to ask questions to demonstrate that they were ‘thinking like mathematicians’.
RISP: Random independence - Jonny Griffiths
Students often arrive in my A Level classroom with two misconceptions about probability.
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News from ATM - Meryl Hargreaves
I like using games as it can encourage cooperation and appropriate use of vocabulary.
Number sense - Vinay Kathotia
Underpinning the master-class is a notion that to be numerate means much more than to be proficient with arithmetic calculations and algebraic manipulations.
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What to do in bed - Derek Ball
We were both lying on our backs, very early on a Tuesday morning, on my son’s sofa bed in Finchley.
Unfolding geometry - Helen Leroux and Sara Santos
What has paper folding to do with algebra? Or even with fractions? It is perhaps a little bit easier to see the link with geometry but... can you fold 3-D shapes?
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Display tactics - Linda Tetlow
A common theme that emerged from schools taking part in the ‘Engaging mathematics for all learners’ project was the importance that teachers involved gave to displaying and sharing students’ work.
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Stretching the comfort zone - Sara Santos
Using practical tasks in mathematics will challenge the common perception that mathematics is a predominantly written activity.
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Work in progress - Linda Tetlow
Catalogues for leisure tents show plans with sleeping layouts and elevations with measurements but the information is frequently incomplete.
Provocation 6 - Two Old Men
A curriculum that places an emphasis on the development of mathematical process, rather than on trivial content, and that engages the learner with the mathematics so that they gain intrinsic satisfaction from the awareness that they are developing their mathematical powers.
Optimising teacher input - Charlie Guilderdale et al
A group of teachers involved in embedding NRICH tasks into their everyday practice decided they needed to address the (im)balance between teacher and student activity in their classrooms. In this article they share the issues they identified, and what they have been doing to address them.
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Changing perceptions - Charlie Guilderdale et al
Changing students’ perceptions of mathematics and of learning mathematics. Changing teachers’ perceptions of mathematics and of teaching mathematics.
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The power of two - Vinay Kathotia
The challenge is accessible and provides an informal introduction to number systems, in particular, place value, binary representation, and the notion and importance of proof.
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Guilty and innocent in Brunei - John Suffolk
John Suffolk, who lives in Brunei, looks at the use of car number plates when teaching number!
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Functional skills - Debbie Barakat
The aim is to equip students to solve real problems from first principles, rather than simply teaching to the test.
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