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Mathematics Teaching 220 - November 2010
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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MT220 Contents
Editorial - Margaret Jones
An art student takes to an interview a portfolio of work - what might a mathematics student take?
RISP: index triples - Jonny Griffiths
Jonny Griffiths presents another of his rich tasks.
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Key understandings in school mathematics: 3 - Anne Watson
Focusing on relationships in 'secondary' mathematics. Anne Watson looks at the wider picture in terms of thinking and problem solving in this the final article in the series.
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A formula for a square root - Colin Foster
This does not always seem to them like 'proper maths': "I didn't take A-level maths just to guess answers!"
Two negatives make a positive - John Lawton
A primary years technique that is powerful and convincing enough to carry degree level logic.
Competences of mathematical modelling of high school students - Josef Sekerák
We can search for data in a split second, but we have to know how we can use that data effectively to satisfy our purposes.
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A different form of geometrical thinking - Seyfullah Hizarci and Alper Cihan Konyalioglu
Seyfullah Hizarci and Alper Cihan Konyalioglu offer a different approach to problem solving in Euclidean Geometry.
Short video clip to illustrate this article
Cabri file to use with this article
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From square dance to mathematics - Zoe Bremer
A cross-curricular idea that can link with PE, dance, music and history.
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How did you do that so quickly? - Martin Griffiths
An activity that promotes understanding, independence of thought, mathematical justification and a spirit of collaboration amongst the students.
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Don't fence us in - Chris Carter
A new approach to an old problem and some thoughts about assessment within the context of teaching and learning.
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Bowland tasks and Nuffield AMP activities - Vinay Kathotia
Explicit learning and practice of the key processes and formative assessment are at the heart of the Bowland and Nuffield resources.
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Stacks - Lizzie Kimber
Lizzie Kimber tells us how she became acquainted with the AMP materials and what happened in her school when she tried one of the problems.
AMP activities list and material to accompany this article
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News from the web - Marten Gallagher
You can get notifications over night of all our news items, calendar dates, and forum postings direct to your email inbox. So for those of you that keep forgetting, or don't want to visit the website daily, this is the system for you.
Finger multiplication - Bill Holmes
Most students are able to investigate and check that the finger algorithm and the Cuisenaire process produce the same results.
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From field...to...theorem - Garrod Musto
One topic which is regularly perceived as being disconnected from our daily lives is that of circle theorems.
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The art of drawing auxiliary lines - Hunal Yildiz
Often it is the lack of teacher confidence in the ability to think 'outside the box' for additional solutions that prevents the introduction of such activities to students.
Teachers worked on this problem: these are their solutions
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Reading the world through very large numbers - Brian Greer and Swapna Mukhopadhyay
A search of the internet quickly reveals many discussions of the relative numbers of stars and grains of sand.
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Taxicab - Lisser Rye Ejersbo and Uri Leron
Had Martin been aware of the communication problem, he could have devised more effective ways to achieve his goal with the pupil, not against him.
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Is this mathematical? - Jennifer Dodd
"I just did it this way because I couldn't think how to do it mathematically."
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STEM activity with TI-Nspire - Linda Tetlow
The start of a lesson suggestion about breakfast cereals and for use with the TI-Nspire calculator.
STEM Activity for use with the TI-Nspire calculator is here
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News from ATM - John White
We should be confident in our conviction that if the guiding principles are at the heart of classroom practice the desired outcomes will follow.
Assessing pupils' progress - Mike Ollerton
The data collected from test scores has no meaning whatsoever with regard to assessing pupils' achievement, understanding or the application of mathematics.
RISP: index triples solution - Jonny Griffiths
The solution to the rich task presented above by Jonny Griffiths.
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