Mathematics Teaching 226 - January 2012
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.
In these times of dynamic developments in technology, it was felt that the journal should accommodate those of our members who might want to download from the journal to their hand-held devices. Each article has a code, which signifies that the pdf-file can be downloaded using that unique icon. Some articles have two codes. The second code is for articles that have some content on the web. We hope that members with hand held-devices find this development useful.
Geometer Sketchpad is far from a new innovation, but its potential in the classroom is probably still understated. The application described here can be replicated in any classroom, and the impact on learning is likely to be significant. The experiences documented are ‘real’, and show how a software package can enhance an area of the mathematics curriculum for the benefit of all those involved.
Transition from one phase of education to another is inevitable. Sometimes it is a ‘seamless’ experience, but more often than not continuity, and progression in learning are casualties of the process. For ‘gifted and talented’ learners, the potential for problems is substantial. Here is an account of the early stages of an attempt to investigate, and document, the process in a number of different settings.
MT goes hexagonal - Jonny Griffiths, James Robinson, Paul Stephenson, Jill Mansergh, Derek Ball, Marten Gallagher
A collection of six extras: ideas and tips for the classroom. A Dividing Hexagon doodle, some tips on shooting video for MT, a possible solution to Derek Ball’s isosceles conundrum.
Subject associations have developed, over the years, to serve the interests of the mathematics education community. We live in changing times, and education is often at the forefront of such change. So, to remain contemporary, relevant, and to have a regard for the future in a world influenced by technology, it is suggested that there is a need for a debate that targets ‘the future’ for the associations. This article can begin such a debate, and invites participation by all interested parties.
This relationship is omnipresent to those who appreciate the shared attributes of these two areas of creativity. The dynamic nature of media, and further study, enable mathematicians and artists to present new and exciting manifestations of the ‘mathematics in art’, and the ‘art in mathematics’. The illustrative images of the relationship - that can found on the associated web-pages - are captivating and even in some instances, spellbinding.
The Institute of Mathematical pedagogy meets annually - the theme for 2010 was: ‘Mathematical Friends & Relations: Recognising Structural Relationships’. Here one participant documents her reflections on the experience of working with a group of mathematics educators at the Institute. The challenges, the responses - both the predictable and the unexpected, and the ‘awakenings’ all contribute to a rich mathematical experience.
Not a member? Join or click to buy ‘Mathematical friends and relations’ for £3
This is one of those problems presenting a challenge that appears both interesting and achievable. However, the more you do - the more there is to be done. What is the ‘best’ tool to use? How is it best to ‘play’ with ideas and possible solutions? This problem could ‘live with you’ for a while. Derek provides the solution and gives us more food for thought within the Hexagon feature.
A collection of book and software reviews. Laura Turner reviews the recent JMC 2011 report ‘Digital Technologies in the Mathematics Classroom’.
David Lawrence joined General Council this year – he documents both his experiences and associated feelings.
There is a view that the revised curriculum can be described as minimalist. However, how does this help to express what mathematics should be expected of an 11-year-old? Peter suggests that — within this minimalist approach — it is possible, even desirable, to formulate a curriculum in a different way. What might this look like? – here, Peter describes the ‘twelve point’ curriculum. Is this the opportunity teachers of mathematics have been waiting for?