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Mathematics Teaching 221 - March 2011
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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MT221 Contents
Editorial - Margaret Jones
Surely, this is what we are about as an association: the learning and teaching of mathematics!
RISP: Circles or not? - Jonny Griffiths
In MT220i Jonny’s RISP was entitled Circle Property, he also provided one of the hexagon features entitled Three Circles. In this RISP he continues with the circle theme.
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Spin the wheels - John Crichett
We can apply any modulo system to the Fibonacci series. Regardless of the system used, the numbers in the series will eventually repeat, thus creating a cycle.
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Capturing the learning - Janine Blinko
Janine Blinko explores building evidence of mathematical understanding from assessments of responses to ‘open tasks’.
Mathematics and aesthetics - Gursel Guler, Seyfullah Hizarci and Abdullah Kaplan
Mathematics is an cumulative art that is characterised by arrangement and cohesion.
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From primary to secondary - Lyn Anderson
All teachers should spend some time teaching in other key stages as both have much to offer towards the professional development of their counterparts.
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Ugandan mathematics: an unsolvable problem? - Tobias Eveleigh
Creating change, developing teaching styles, and working for a charity are some of the challenges I have faced over the last month.
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Finding conjectures using Geometer’s Sketchpad - Scott Fallstrom and Marion Walter
Conjectures, theorems, and problems in print often appear to come out of nowhere. Scott Fallstrom and Marion Walter describe how their thinking and conjectures evolved; they try to show how collaboration helped expand their ideas. By showing the results from working together, they hope readers will encourage collaboration amongst their students.
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News from the web - Marten Gallagher
We have recently introduced the grade ‘Associate member’. Let’s start at the beginning...
Painting a picture of numeracy - David Gibson
I think you will find that they love it. Let’s face it, how many teachers can say that their students actually love long multiplication?
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Some positive aspects of a three-part lesson - Mark Pepper
It is to be hoped that mental maths will continue to be a crucial part of mathematics lessons.
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Teaching the weather - Met Office
The Met Office has a full range of educational web-based resources available, all of which have been tailored to complement school curriculums.
Mental calculation: why don’t they get it? - Ian Thompson
Ever since ‘mental arithmetic’ was updated to ‘mental calculation’ official documents have succeeded in perpetuating several basic misconceptions and misunderstandings
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Fashion, paper dolls and multiplicatives - Suzana Kaori Ura, Alzira C M Stein-Barana and Deisy P Munhoz
The authors share the resources they have been developing to facilitate the understanding of multiplication.
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How to mislead, in a legal, decent, honest and truthful kind of way - Dietmar Küchemann
The ASA letter suggests that we citizens are canny enough to see past light-hearted subterfuge.
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Mystery person - Tom O’Brien and Chris Wallach
The games involve generating new knowledge from old with logical certainty. This activity, inference, is at the heart of being human.
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Topological characters in geometrical thinking - Abdullah Kaplan, A Cihan Konyalioglu and Seyfullah Hizarci
Some think that topology and the like will be useless when they become teachers. We think this is an incorrect assumption.
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The lure of algorithms - Michael Drake
Algorithms are designed as elegant notations by people who understand the process being presented, so tend to be useful for people with similar levels of understanding, or for people drilled in their use.
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Bowland maths: the CPD modules - Alice Onion
It is recognised that using and applying mathematics is the least well taught aspect of the mathematics curriculum.
Magic squares - Joe Hussey and Travis Blackman
The mystery and genius of magic squares is truly comparable to other subjects and has proved to be inspiring to my classes.
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The future of MT/MTi - Jayne Stansfield
General Council commissioned a journal survey to consider the future of MT and MTi after 2 years of the trial period. Here Jayne Stansfield outlines the conclusions that were reached by General Council.
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News from ATM - John White
When the civil servants drew this White Paper together, they appear to have neglected to look at certain key indicators.
RISP – commentary - Jonny Griffiths
What to do? Explore the glitch in my thinking there and then, or keep the thread of the lesson going?
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