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Mathematics Teaching 224 - September 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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MT224 Contents
Editorial - Margaret Jones
Given the somewhat random nature of what arrives on my desk it is always surprises me that themes do occur.
Learning from others - Paul Andrews and Judy Sayers
Paul Andrews and Judy Sayers share a European perspective on teaching linear equations in Finland, Flanders, and Hungary.
Silent starters - Emma Morris
This was a nice idea for introducing, or practising mappings, but it was not the first time I had encountered this powerful teaching tool.
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A picture is worth a thousand exercises - Colin Foster
One sign of a good task is that it will work just as well with Year 7 as with Year 13. I ask learners to use graph-drawing software to draw a picture with graphs. The results are always startling and impressive.
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A selection of images arising from the drawing described in this article
Using and applying mathematics - Rupert Knight
Finding things out involves a journey and is often where the learning takes place. Nurturing and valuing those ideas is at the heart of using and applying mathematics.
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Functional skills - Mark Pepper
With reference to the difficulties associated with mathematical vocabulary, regular revision, especially with words connected with data handling, is likely to be beneficial.
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The equals sign: operations, relations and substitutions - Ian Jones, Matthew Inglis and Camilla Gilmore
Most primary children interpret the equals sign as an instruction to perform an arithmetic operation, rather than as symbolising an equivalence relationship.
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Inequalities - Alper Cihan Konyalioglu
Student teacher approaches to inequalities and identifies reasons for errors.
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Two little lines - Victoria Tilley
IThe place of the equals sign within the curriculum, and the most effective ways to develop pupil understanding should be a part of continuing professional development.
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Linear or exponential number lines - Pat Stafford
The results were in line with those quoted by Bellos: we do not appear to understand numbers on the basis of linear relationships.
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Greetings from Poland - Krystyna Burczyk
The creativity of origami and a challenge or two.
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Self and peer assessment of mathematical processes - Alice Onion and Elnaz Javaheri
The new way of working marked a significant change for students :they were being challenged to think about their own approaches to solving problems.
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Using video and film - Alf Coles
An interesting section of video, for example, was when students were responding to each other in a whole class discussion: the dialogue fell out of a pattern of Teacher-Student-Teacher, or when there was some ambiguity that was discussed as a class.
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News from ATM: Branching out - Jayne Stansfield
Meeting up with so many people at branch events has been fantastic and I hope to visit several more branches very soon.
Real tasks and developing mathematicians - Rosemary Lister
Real situations are those that are meaningful to the child. The investigations we worked on were real, not because of their everyday context, but because they had a purpose, and success depended on rational argument. They engaged the children and enhanced their mathematical understanding. They were accessible to all, but were problematical enough to challenge the most able.
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Straight line graphs revisited - Thomas Kreuger
I wanted to show what is possible if an enthusiastic student gets hooked by the idea and produces something way beyond the teacher's expectations.
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The carousel theorem - Paul Stephenson
The Carousel Theorem: All airport carousels of the same perimeter and depth have the same capacity...
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Modifying tasks - Christopher Martin
Just one of these can form the basis of several lessons work and can bring with it a host of ideas and challenges: a way of working that can encourage learners to understand, explore, and reflect upon doing mathematics.
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RISP: Notes on a parametric curve - Jonny Griffiths
Jonny provides some notes to accompany his RISP.
Celebrating 50 years! - Anna Kristjansdottir
You [ATM] people generously shared your knowledge, experience and enthusiasm for mathematics with the many visitors and colleagues at conferences. I thank you for the inspiration, the vision, the vitality and the approaches you contributed to real teacher professionalism.
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