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Mathematics Teaching Articles in Alphabetical Order
Articles from Mathematics Teaching available for sale to non-members
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- 0-99 or 1-100? - Midge Pasternack [MT182 pp34-35]
- 1089 - Alf Coles [MT165 pp12-13]
- 1-100 rules OK? - Ian Thompson [MT185 pp14-15]
- 14-19 Education skills - Barbara Ball [MT192 pp39-39]
- 1955: 50 years on - Robin Stewart [MT194 pp39-39]
- 1955: 50 years on: more responses - Robin Stewart [MT195 pp41-41]
- 6 is not odd, 13 is - Jane Bovey and Barbara Allebone [MT174 pp03-05]
- 7-4=3 - Anne Watson [MT158 pp05-07]
- 9 can be even and odd - Carol Aljets [MT181 pp05-05]
- 90 minutes on a Sunday afternoon - Adrian Pinel [MT179 pp08-10]
- A billion is how big? - John Gough [MT210 pp12-15]
- A bit of geometry revisited - Geoff Faux [MT182 pp14-15]
- A bit of magic - Sue Forsythe [MT212 pp10-11]
- A brief classroom try out - Thomas C. O'Brien & Judy A. Barnett [MT182 pp40-41]
- A cautionary tale - Wendy Brady [MT205 pp34-34]
- A challenge for the next century - Jan Einar Nordgreen [MT166 pp34-35]
- A child's perspective - Rod Cross [MT173 pp15-17]
- A comparison of teaching styles - Rob Percival [MT186 pp39-41]
- A congruence challenge - Francis Lopez-Real [MT207 pp14-17]
- A creativity taxonomy - George Hardy [MT211 pp26-29]
- A day to remember - Lyndon Baker and Ian Harris [MT189 pp20-22]
- A dialogue on the teaching of complex numbers and beyond - Chun-Ip Fung et al [MT164 pp26-31]
- A different way - Chris Carter [MT207 pp38-40]
- A Dutch perspective - Pamela Moffett [MT214 pp18-19]
- A fairy story - Aristarchus [MT166 pp36-37]
- A first lesson with a Year 7 class, mixed ability - Alf Coles, Jan Winter and Laurinda Brown [MT172 pp10-12]
- A function machine - Dave Hewitt [MT211 pp03-06]
- A graphical calculator approach to algebra - Alan Graham and Mike Thomas [MT167 pp38-41]
- A Hungarian perspective on mathematics education - Paul Andrews [MT161 pp14-17]
- A Lakatosian encounter - Helen Chick [MT218 pp03-09]
- A lesson for pattern spotters- Jill Russell [MT175 pp14-15]
- A letter to the editor from Paul and Philip - Gillian Hatch [MT175 pp33-35]
- A Martian visitor's report on certain troubles with terrestrial mathematics education - Heinrich Bauersfeld [MT176 pp32-38]
- A maths afternoon - Jenny Murray [MT166 pp45-48]
- A model for multiplication - Heather McLeay [MT206 pp32-33]
- A New Look at a Polya Problem - Frances Lopez-Real [MT196 pp12-15]
- A note from the Web Editor [MT183 pp39-39]
- A note from the Web Editor [MT184 pp13-13]
- A number problem - Alun-Peter Fisher [MT163 pp39-39]
- A perspective on mental arithmetic - Eddie Gray and Demetra Pitta [MT167 pp12-15]
- A pre-conference paper - Dick Tahta [MT177 pp26-26]
- A Problem with the Letter M (on its side) - John Hancock [MT191 pp34-36]
- A richer understanding of algebra - Michelle Foy [MT209 pp40-41]
- A salutary tale - Caroline Rickard [MT204 pp08-08]
- A science of education - Alf Coles [MT193 pp04-07]
- A self-portrait by Zero - S Parameswaran [MT168 pp35-35]
- A sequence of cylinders - Erica Johnson [MT198 pp38-39]
- A short reflection on the music-making evening - David Cain [MT211 pp43-43]
- A simple construction of the golden ratio - Seyfullah Hizarci, Suheyla Elmas and S¸Ukru Ilgun [MT217 pp33-33]
- A smart LCD - Dietmar Kuchemann [MT204 pp43-43]
- A snappy start to a mathematics lesson - Sue Cramp and Elena Nardi [MT172 pp46-51]
- A structural approach to algebra with Year 9s - Mary Cleare [MT171 pp08-09]
- A surprise for Alice - Helen Williams [MT200 pp22-23]
- A tale of two conferences - Chris Bills [MT174 pp16-19]
- A tale of two cylinders - Maria Goulding [MT178 pp03-05]
- A task with a twist - Amy Grondin [MT199 pp26-27]
- A tribute to Phil Boorman: Honorary member of ATM [MT189 pp23-26]
- A Vedic method for subtraction - Sue Forsythe [MT182 pp30-31]
- A wild thing - Jean Edwards [MT141 pp12-13]
- A word problem - S Parameswaran [MT165 pp30-31]
- A4 paper and rhombuses inscribed in a rectangle - Krzysztof Mostowski [MT168 pp63-63]
- Able and gifted: Judging by appearances? - Kirsty Wilson and Mary Briggs [MT180 pp34-36]
- About ACME - Annie Gammon [MT184 pp22-22]
- Accidental Anamorph - Paul Stephenson [MT201 pp45-45]
- ACME [MT198 pp46-46]
- Active assessment - Stuart Naylor and Brenda Keogh [MT215 pp35-37]
- Active learning - Rotna Roy [MT211 pp36-36]
- Addition and subtraction, and algorithms in general - David Fielker [MT204 pp03-05]
- Algebra – I just don't get it - Alan Graham and Suki Honey [MT212 pp38-41]
- Algebra 2.0 - Asli Özgün-Koca and Michael Todd Edwards [MT214 pp06-10]
- Algebra and art - Robin Ward and David Muller [MT198 pp22-26]
- Algebra at levels 5 to 7- Gordon Fletcher [MT175 pp36-37]
- Algebra: How is it for you? - Caroline Rickard [MT206 pp11-13]
- Algebraic infants - Paul Andrews and Judy Sayers [MT182 pp18-22]
- All new traditional instant mathematics - Steven Downes [MT162 pp36-37]
- Always, sometimes or never true? - Malcolm Swan [MT181 pp32-33]
- An anecdote - Declan O'Reilly [MT160 pp29-29]
- An apology to Claudia Zaslavsky [MT178 pp27-27]
- An Avon local branch meeting - Alf Coles [MT183 pp36-38]
- An email conversation [MT192 pp48-48]
- An e-mail conversation on algebra - ATM [MT174 pp36-39]
- An engaging learning environment - Tom Krueger [MT217 pp24-25]
- An English uprising - Derek and Barbara Ball [MT199 pp20-21]
- An equation-solving approach to Rolle's Theorem - Kyriakos Petakos [MT214 pp22-23]
- An idea for the classroom - Jane Moreton [MT171 pp10-11]
- An informal diary: teachers learn arithmetic- Thomas C. O'Brien [MT175 pp05-08]
- An invitation to prove [MT177 pp07-07]
- An ocean of possibilities - Doug Williams [MT217 pp26-30]
- An ode to maths - Doug Brand [MT209 pp45-45]
- Anamorphic Art - Colin Foster [MT199 pp24-25]
- And the next 100 issues - David Fielker [MT193 pp10-13]
- Animal magic - Jill Russell [MT182 pp16-17]
- Another Look at Revision - Colin Foster [MT191 pp06-07]
- Another Turn - Margaret Poston [MT164 pp34-35]
- Approaching arithmetic algebraically - Dave Hewitt [MT163 pp19-29]
- Are they learning their tables? - Ian Sugarman [MT218 pp19-21]
- Area and shape in Year 5 - John Gardiner [MT172 pp70-72]
- Arithmetic progressions - Anne Haworth [MT194 pp44-44]
- Arithmetic with dice games - Marion Walter [MT213 pp45-47]
- Arms and the Spirograph® - Paul Stephenson [MT208 pp18-19]
- Art and mathematics: Some comparisons- John Dodridge [MT175 pp27-27]
- Art and mathematics: The best of both worlds- Anne Woodman [MT175 pp28-28]
- Asking the 'right' questions - James Dawe [MT214 pp26-27]
- Asking the right questions - Students at Nottingham Trent University [MT202 pp24-25]
- At the vet's - Alan Parr [MT199 pp18-18]
- ATM and the revision of the Primary National Strategy [MT196 pp41-41]
- ATM Conference 2000 - Pictures [MT172 pp32-33]
- ATM conference 2002 [MT179 pp24-25]
- ATM discussion day - Sue Pope [MT162 pp04-05]
- ATM Easter conference - ATM [MT160 pp36-37]
- ATM Easter Conference - ATM [MT164 pp21-22]
- ATM news and views [MT211 pp46-47]
- ATM website news - Marten Gallagher [MT217 pp31-31]
- ATM working groups [MT178 pp22-22]
- Attitude is everything - Zoë Rhydderch-Evans [MT181 pp20-23]
- Auditory learning - George Hardy [MT218 pp24-25]
- Authentic activity in learning primary mathematics - Bill Rawson [MT141 pp34-36]
- Autograph in the KS3 classroom - Alan Catley [MT198 pp20-21]
- Avon local branch news - Alf Coles [MT166 pp38-39]
- Avon local branch news - Richard Barwell, Howard Millbank and Alf Coles [MT172 pp73-75]
- Away with the Fareys - Andrew Nind [MT188 pp46-47]
- Back to basics or forward to the future? - Jo Boaler [MT162 pp06-10]
- Badge of honour - Jonny Griffiths [MT212 pp22-23]
- Ban the equals sign - Stephanie Prestage and Pat Perks [MT192 pp03-05]
- BCME 6 Report and looking forward to 2006 - Karen Gladwin, ATM Conference team [MT192 pp24-27]
- Be patient with the totient - Martin Griffiths [MT218 pp30-31]
- Becoming a mathematician - Laurinda Brown [MT182 pp06-07]
- Before teaching calculus - Sidney Schuman [MT190 pp40-40]
- Being alongside - Laurinda Brown and Alf Coles [MT200 pp08-10]
- Believing is seeing - Phil Boorman [MT160 pp38-43]
- Bill Brookes [MT194 pp23-23]
- Birthdays - Vivian Gussin Paley [MT199 pp30-31]
- Bowland maths: problem solving in Key Stage 3 - Peter Lane, Adelaide Lister, Alice Onion and Karen Wintle [MT210 pp20-26]
- Boxed in! - Judith Stevens [MT200 pp28-30]
- Breaking the equation - Andreas Stylianides [MT213 pp09-14]
- Bridges: between mathematics and art - Phillip Kent and John Sharp [MT193 pp23-26]
- Bridging units: transition from KS2 to KS3 - Peter Wright [MT176 pp30-31]
- Bringing definitions into high definition - John Mason [MT218 pp10-12]
- Brize Norton and some points south - Sam Costello [MT170 pp32-35]
- Calendar maths - Christoph Kirfel [MT164 pp45-48]
- Can do, can't do - Helen Drury [MT186 pp18-19]
- Can I still play when I am seven? - Anne Desforges [MT175 pp16-19]
- Can written questions differentiate between degrees of understanding? - Janet Ainley and Andrea Lowe [MT168 pp32-35]
- Canonical images - Dave Hewitt [MT205 pp06-11]
- Card trick - John Harrison [MT201 pp45-45]
- Cardiau siarad - Talking cards - Helen Elis Jones [MT192 pp15-17]
- Casual conversations - Graham Beeden [MT183 pp03-04]
- Caterpillar collection - Jill Russell [MT190 pp17-17]
- Celebrating ATM's 50th [MT176 pp14-15]
- Centres and circles of a triangle - Sue Forsythe [MT215 pp09-13]
- Centres and circles of a triangle -Sue Forsythe [MT215 pp09-13]
- Chain reaction - Jill Russell [MT166 pp28-29]
- Challenging education - Iain Macdonald [MT187 pp19-21]
- Changing 'drill' to thinking - Marion Walter [MT182 pp36-38]
- Changing Emily's images - Eddie Gray and Demetra Pitta [MT161 pp38-41]
- Changing perceptions - Charlie Guilderdale et al [MT216 pp41-43]
- Changing the diameter of a viewing tube - Samuel Obara [MT212 pp12-16]
- Children teach a chicken - Tom O'Brien and Christine Wallach [MT193 pp19-21]
- Chinese New Year - Marjorie Gorman [MT194 pp24-27]
- Chocolate maths! - Margaret Jones and Val Underwood [MT201 pp23-25]
- Christine Shiu: 1942 to 1999 - ATM [MT169 pp39-39]
- Circle theorems against the clock - Matt Dunbar [MT207 pp06-09]
- Clarity, confidence, collaboration - Peter Lacey [MT167 pp42-43]
- Classroom realities - Ann Haworth [MT169 pp08-08]
- Clocks, angles and functions - Andy Kemp [MT198 pp35-37]
- Closing talk at ATM Easter Conference - John Hibbs [MT172 pp28-31]
- CMathTeach: Update - Margaret Jones [MT212 pp31-31]
- Cockcroft 243 today - Barbara Ball and George Knights [MT189 pp28-31]
- Cognitive and social perspectives on surprise - Mundher Adhami [MT200 pp34-36]
- Comment on Ofsted - Evaluating mathematics provision for 14 - 19 year olds - Margaret Jones [MT197 pp31-31]
- Communicating Mathematics - ATM and MA working group [MT159 pp38-41]
- Complex variables in secondary schools - Jerry Dwyer, Barbara Moskal, Billy Duke and Jennifer Wilhelm [MT201 pp32-34]
- Conditions for learning - Paul Andrews [MT194 pp10-14]
- Conditions for learning: a footnote on pedagogy and didactics - Paul Andrews [MT204 pp22-22]
- Conditions for learning: Part 3 - Paul Andrews and Judy Sayers [MT199 pp34-38]
- Conditions for learning: Part 4 - Paul Andrews and Judy Sayers [MT209 pp10-13]
- Conditions for learning: Responding to Barbara and Derek Ball - Paul Andrews [MT202 pp28-30]
- Conference 2003 [MT183 pp19-21]
- Conference 2004 in pictures [MT187 pp28-29]
- Conference report - Ray Sutton [MT204 pp18-21]
- Confessions of an experienced teacher - Jill Russell [MT169 pp09-09]
- Confessions of an inexperienced maths teacher - Denise Smith [MT171 pp12-12]
- Congruent dissections of polygons - Derek Ball [MT165 pp45-48]
- Conjecture Rolle's Theorem - Bill Brakes and Bob Burn [MT217 pp22-22]
- Continuity, coherence and curricular entitlement - Paul Andrews and Anne Sinkinson [MT172 pp52-55]
- Convincing myself and others - John Mason [MT177 pp31-36]
- Co-ordinates: When am I old enough? - Geoff Faux [MT202 pp08-10]
- Correlation Street 1 - Jonny Griffiths [MT193 pp36-37]
- Correlation Street 2 - Jonny Griffiths [MT194 pp09-09]
- Correlation Street 3 - Jonny Griffiths [MT195 pp26-26]
- Correlation Street 4 - Jonny Griffiths [MT196 pp31-31]
- Correlation Street 5 - Jonny Griffiths [MT197 pp13-13]
- Correlation Street 6 - Jonny Griffiths [MT198 pp07-07]
- Correlation Street 7 - Jonny Griffiths [MT199 pp19-19]
- Correlation Street 8 - Jonny Griffiths [MT200 pp19-19]
- Correlation Street 9 - Jonny Griffiths [MT201 pp35-35]
- Correlation Street 10 - Jonny Griffiths [MT202 pp11-11]
- Correlation Street 11 - Jonny Griffiths [MT203 pp11-11]
- Correlation Street 12 - Jonny Griffiths [MT204 pp14-14]
- Correlation Street 13 - Jonny Griffiths [MT205 pp31-31]
- Correlation Street 15 - Jonny Griffiths [MT207 pp26-26]
- Correlation Street 16 - Jonny Griffiths [MT208 pp23-23]
- Correlation Street 17 - Jonny Griffiths [MT209 pp15-15]
- Correlation Street 18 - Jonny Giffiths [MT210 pp45-45]
- Correlation Street 19 - Jonny Griffiths [MT211 pp07-07]
- Count On - Will Bulman (Count On) & David Meehan [MT188 pp15-15]
- Counting counts - Dick Tahta [MT163 pp04-11]
- Crazybones - Richard Foster [MT187 pp17-17]
- Creating spaces that are communication-friendly - Elizabeth Jarman [MT209 pp31-33]
- Creativity and enjoyment - Christine Mitchell [MT188 pp32-33]
- Crossing the boundary - Graham Curson [MT208 pp33-33]
- Cubism and Cabri - Adrian Oldknow [MT206 pp23-25]
- Cultivating creativity - Jennifer Piggott [MT202 pp03-06]
- Curricular opportunity and the statistics of lines - Paul Andrews and Heather Massey [MT181 pp38-41]
- Cyclic and tangential polygons - Francis Lopez-Real [MT179 pp03-07]
- Cyclic and tangential polygons Part 2: Unexpected connections - Francis Lopez-Real [MT180 pp40-44]
- Cyclic and tangential polygons revisited - Francis Lopez-Real and Allen Leung [MT190 pp08-10]
- Data handling and citizenship - Gwen Tresidder [MT197 pp40-44]
- David Wheeler 1925 to 2000 - David Fielker [MT173 pp60-61]
- Deconstructing calculation methods, part 3: Multiplication - Ian Thompson [MT206 pp34-36]
- Deconstructing calculation methods, part 4: Division - Ian Thompson [MT208 pp06-08]
- Deconstructing calculation methods: Part 1 - Ian Thompson [MT202 pp14-15]
- Deconstructing calculation methods: Part 2 - Ian Thompson [MT204 pp06-08]
- Desert Island Games [MT183 pp23-27]
- Designing a lunar themepark - Frances Boxer, Joel Breedon, Rachael Brown, Rebecca Clavey, Stephen Morris and Louise Watt [MT203 pp32-33]
- Developing algebraic insight - Robyn Pierce and Kaye Stacey [MT203 pp12-16]
- Developing algebraic thinking - Jack Carter, Beverly Ferrucci and Ban-Har Yeap [MT178 pp39-41]
- Developing mathematical thinking - Graham Jones [MT195 pp03-05]
- Developing mathematics out-of-doors - Judith Stevens and Kym Scott [MT180 pp20-22]
- Developing maths trails - Rod Cross [MT158 pp38-39]
- Developing number developments - Julie Gibbon [MT174 pp43-45]
- Developing number sense - Der-Ching Yang and Robert Reys [MT176 pp39-41]
- Developing student teachers' understanding of algebra and proof - Maria Goulding, Jennifer Suggate and Olwyn Crann [MT172 pp18-20]
- Developing the use of GSP - Barry Orr [MT214 pp45-45]
- Dick Tahta 1928-2006 [MT202 pp07-07]
- Did I tell you my Pythagoras horror story? - Paola Iannone [MT187 pp13-16]
- Directed numbers - Emma Armstrong [MT217 pp03-05]
- Discover units with the eyes of a mathematician - Judit Kerekes [MT183 pp30-33]
- Display tactics - Linda Tetlow [MT216 pp20-26]
- Distillation - Laurinda Brown [MT173 pp19-21]
- Dividing by three-quarters: what Suzie saw - Tim Rowland [MT160 pp30-33]
- DIY fraction pack - Alan Graham and Louise Graham [MT183 pp16-18]
- Do as you are told! - Tony Brown [MT159 pp15-18]
- Does numeracy in school lead to numeracy out of school? - Peter Kelly [MT180 pp37-39]
- Doing my homework - Debbie Barker [MT202 pp43-43]
- Doing time - Rona Catterall [MT209 pp37-39]
- Don't let anyone tell you mathematics isn't beautiful - Richard Goodman [MT170 pp18-19]
- Dusting down some of that old paper - Jan Winter [MT158 pp40-42]
- Dutch principles - Pamela Moffett [MT215 pp18-19]
- Dutch principles - Pamela Moffett [MT215 pp18-19]
- Dynamic Gliding - Jeremy Burke, Sheara Cowen, Saínza Fernandez and Maria Wesslén [MT195 pp12-14]
- Dyscalculia in Harrow - Chris Messenger, Jane Emerson and Ronit Bird [MT204 pp37-39]
- Early Years Foundation Stage: How much does it count? - Ian Thompson [MT210 pp40-41]
- Early years' hooks for mathematical fishing - Sue Gifford [MT189 pp14-15]
- Easter conference - ATM [MT168 pp14-15]
- Eazy numeracy - Susan Saunders, Julie Plumstead, Katie Blood and Vicky Brinkley [MT186 pp27-30]
- Edible reflective symmetry - Paula Maida [MT192 pp30-34]
- Edith Biggs - Ted Orsborn [MT180 pp33-33]
- Editorial - ATM [MT164 pp02-02]
- Editorial - Barbara and Derek Ball [MT161 pp02-02]
- Editorial - Barbara and Derek Ball [MT162 pp02-02]
- Editorial - Barbara and Derek Ball [MT165 pp02-02]
- Editorial - Barbara and Derek Ball [MT171 pp02-02]
- Editorial - Barbara Ball [MT158 pp02-02]
- Editorial - Barbara Ball [MT159 pp02-02]
- Editorial - Barbara Ball [MT160 pp02-02]
- Editorial - Barbara Ball [MT168 pp02-02]
- Editorial - Barbara Ball [MT170 pp02-02]
- Editorial - Derek and Barbara Ball [MT173 pp02-02]
- Editorial - Derek Ball [MT163 pp02-02]
- Editorial - Derek Ball [MT166 pp02-02]
- Editorial - Derek Ball [MT169 pp02-02]
- Editorial - Margaret Jones [MT213 pp02-02]
- Editorial - Margaret Jones [MT214 pp02-02]
- Editorial - Margaret Jones [MT215 pp02-02]
- Editorial - Margaret Jones [MT215 pp02-02]
- Editorial - Margaret Jones [MT216 pp02-02]
- Editorial - Margaret Jones [MT217 pp02-02]
- Editorial - Margaret Jones [MT218 pp02-02]
- Editorial [MT141 pp02-02]
- Editorial [MT167 pp02-02]
- Editorial [MT172 pp02-02]
- Editorial [MT212 pp02-02]
- Effective conditions for learning - Barbara and Derek Ball [MT201 pp08-09]
- Effective exercise - Emma Brown [MT160 pp12-15]
- Effective use of ICT? - Jenni Ingram [MT203 pp23-23]
- Effective Use of the Plenary - Rachel Jennings [MT191 pp12-13]
- Egg cartons revisited - Eula Ewing Monroe and Marvin Nelson [MT179 pp11-14]
- Elevenses - Stewart Auty [MT141 pp14-15]
- Emergence of themes and issues in development and research - Barbara Jaworski [MT200 pp12-15]
- Emergent mathematics - Maulfrey Hayton, Elizabeth Carruthers, Mary Wilkinson [MT162 pp11-23]
- Emily's discovery - a reply - Bernard Murphy [MT200 pp41-41]
- Emily's discovery - Colin Foster [MT199 pp30-31]
- Encouraging all learners to think - Liz Bills, Penny Latham and Helen Williams [MT181 pp14-16]
- Engagement and excitement in mathematics - Kath Cross [MT189 pp04-06]
- Engaging with isometries - Dave Wilson and Letitia Schenk [MT189 pp32-35]
- Epilogue - John Hibbs [MT189 pp40-40]
- Equal areas - Derek Ball [MT210 pp33-33]
- Essential ingredients - Shirley Sides [MT192 pp18-21]
- Estimating: extracts from an E-mail conversation [MT181 pp10-13]
- Ethel Merman meets the QCA - Anne Watson [MT204 pp05-05]
- Euler's theorem under the microscope - Geoff Tennant [MT218 pp17-18]
- Explaining the cross-multiplication algorithm - Yuichi Handa [MT212 pp08-09]
- Exploring a mental squaring method - Ray Huntley [MT186 pp31-31]
- Exploring mental arithmetic - Kevin Holloway [MT160 pp26-28]
- Expressing generality - Katie Ellis [MT203 pp40-42]
- Extending literacy into mathematics - Vasant Mahandru [MT170 pp20-22]
- Failed in number: where can I start? - Martin Baxter [MT163 pp41-42]
- Family numeracy: Bound by the BSA - Jean Millar [MT180 pp16-19]
- Fantastic frogs! - Kym Scott [MT178 pp20-21]
- Faraway place value - Peter Pool [MT173 pp43-44]
- Farewell coursework! - Loraine Rigglesford [MT207 pp42-43]
- Fasten your seat belts - Thomas O'Brien and Judy Barnett [MT185 pp34-38]
- Features Slicing cylinders using sliceforms - John Sharp [MT188 pp10-14]
- Feeding the hungry - Jim Seth, Sue Wilson & Lynn Nash [MT188 pp19-21]
- Females fit the fitness bill - Brendan Routledge [MT141 pp28-29]
- Fibonominoes - Paul Stephenson [MT217 pp12-12]
- Figurate HCFs and LCMs - Paul Stephenson [MT209 pp14-14]
- Figures on the calculator - Frances Van Dyke and Michael Keynes [MT206 pp41-42]
- Financial capability - Peter Pool [MT195 pp31-31]
- Finding patterns in simultaneous equations - Jonny Griffiths [MT168 pp10-11]
- Finger counting in a Japanese style - Kimie Markarian [MT212 pp17-18]
- Finger maths- Jeanette Harrison and Matt Strevens [MT175 pp31-32]
- Five minutes of filtering in Excel - Sidney Tyrell [MT208 pp09-09]
- Fixed or growth – does it matter? - Clare Lee [MT212 pp44-46]
- Flexagons, a spatial odyssey - Jill Russell [MT179 pp16-18]
- Football - a motivator for mathematics? - Julie Cogill and Alan Parr [MT198 pp40-43]
- Footy Dice Game: Alan Parr [MT197 pp08-08]
- For the Classroom - Conference mathematics - Lyndon Baker and Ian Harris [MT167 pp23-25]
- For the Classroom: But it's like... - Jean Melrose [MT162 pp31-35]
- For the Classroom: Gattegno Charts - Geoff Faux [MT163 pp61-64]
- For the Classroom: Interlocking polygon rings - Derek Ball [MT158 pp61-64]
- For the Classroom: Kathleen Hyndman's sequence paintings - John Sharp [MT161 pp61-64]
- For the Classroom: Mathematics and collective worship - Steven Downes [MT159 pp45-48]
- Foundation stage mathematics- Sue Gifford [MT175 pp20-22]
- Fourbidden - Kathryn Vaughn and Helen Williams [MT175 pp48-48]
- Fractals with Word - Jim Milner, Cris Hodgson, Kate Moore and Vicky Wheatley [MT178 pp23-26]
- Fractions with a counting stick - Margaret Jones [MT186 pp34-35]
- Fragments and coherence - Anne Watson [MT210 pp08-11]
- Freedom and Constraint - Colin Foster, Linda Galligan, Kate Mackrell, John Mason, Ali Melville, Jennifer Piggot, Anne Watson [MT191 pp37-40]
- Friday 13th - Ruth Tanner [MT195 pp16-18]
- Friday reflections - Damon Vosper-Singleton [MT175 pp03-04]
- Friday reflections - Emily Lipman [MT190 pp03-06]
- Friday Reflections 2 - Emily Lipman [MT191 pp03-05]
- Friezes - Bob Burn [MT211 pp21-21]
- From a Dissatisfied Customer - Y10 Student [MT199 pp26-27]
- From mathematics to mathematics-with-ICT - Jay Timotheus [MT212 pp04-06]
- From mathematics to mathematics-with-ICT - Jay Timotheus [MT213 pp05-08]
- From mental or algorithmic to strategic or procedural - Mike Askew [MT174 pp13-14]
- From patterns of shading to fractions - Geoff Giles [MT169 pp23-27]
- From the branches: MT workshop - Laurinda Brown [MT193 pp34-35]
- From the Chair - Sue Johnston-Wilder [MT198 pp44-44]
- From the Chair - Sue Johnston-Wilder [MT200 pp16-16]
- From the front – Here we go again - James Dawe [MT212 pp47-47]
- From the Professional Officer [MT194 pp36-36]
- From Theta to theatre - Sally Griffin [MT174 pp31-23]
- Functional Mathematics - Barbara Ball [MT191 pp14-14]
- Functional maths - Derek Ball [MT203 pp43-43]
- Functional skills - Debbie Barakat [MT216 pp47-47]
- Functioning mathematically: 1 - David Cain [MT203 pp08-10]
- Functioning mathematically: 2 - David Cain [MT204 pp15-17]
- Functioning with geometry and fractions - Derek Ball and Barbara Ball [MT207 pp35-37]
- Further workshop jottings - Colin Jackson [MT215 pp16-17]
- Further workshop jottings - Colin Jackson [MT215 pp16-17]
- GCSE coursework in mathematics - Mike Ollerton and Anne Watson [MT203 pp22-23]
- Generic proofs: setting a good example - Tim Rowland [MT177 pp40-44]
- Geoff Giles [MT193 pp46-46]
- Geoff Giles and Geometry - David Fielker [MT205 pp13-19]
- Geometry for all? - Brian Hudson and Sikunder Ali Baber [MT180 pp28-32]
- Geometry: An urgent case for treatment - Peter Shannon [MT181 pp26-29]
- Getting inside children's thinking - Adella Osborne and Debbie Streatfield [MT192 pp35-36]
- Getting it together - Sue Allen and Gareth Roberts [MT169 pp34-35]
- Gill Hatch [MT194 pp22-22]
- Going round in circles - Tandi Clausen-May [MT199 pp42-44]
- Golden opportunities for creativity! - Colin Foster [MT190 pp26-27]
- 'Good' and 'bad' teachers - Caroline [MT161 pp30-30]
- Graphical calculators and investigations - Steve Humble [MT141 pp16-17]
- Graphical calculators and problem-solving - Henryk Kakol [MT158 pp46-49]
- Group and individual work - Victoria Williamson [MT195 pp42-45]
- Guilty and innocent in Brunei - John Suffolk [MT216 pp46-46]
- Habits of mind - Anne Watson [MT195 pp15-15]
- Handing control to 5-year-olds - Cynthia Collins [MT184 pp16-17]
- Hands on - Denise Mitchell and Freda McClure [MT161 pp34-37]
- Hands on Subtraction - Audrey C. Rule [MT191 pp19-21]
- Handshakes and number bonds in Y1 - Kath Halfpenny [MT177 pp16-18]
- Happy 21st birthday Cockcroft - Geoff Faux [MT189 pp10-13]
- Happy lessons - Luke Robinson [MT198 pp18-18]
- Hard-to-teach topics: using ICT part 1 - Ruth Tanner [MT214 pp30-32]
- Having a go - Alison Dreese [MT173 pp13-14]
- Having fun with Google Earth - Douglas Butler [MT209 pp28-30]
- Hidden forms [MT186 pp32-32]
- Hod-Lines [MT194 pp46-46]
- Hod-Lines [MT195 pp46-46]
- Hod-lines [MT196 pp47-47]
- HodLines [MT197 pp46-46]
- Hod-Lines [MT198 pp47-47]
- Hod-Lines [MT199 pp47-47]
- HodLines [MT200 pp27-27]
- Hod-Lines [MT201 pp47-47]
- Hod-Lines [MT202 pp47-47]
- Hod-Lines [MT203 pp47-47]
- Hod-Lines [MT204 pp47-47]
- Hod-Lines [MT205 pp47-47]
- Hod-Lines [MT206 pp46-46]
- Hod-Lines [MT207 pp47-47]
- Hold on to your hat - Thomas O'Brien and Judy Barnett [MT187 pp08-12]
- Hoop Hoop Hooray! - Ruth Tomsett [MT211 pp37-39]
- How do I learn? - Alf Coles et al [MT173 pp27-28]
- How do you know you have them all? - David Fielker [MT177 pp21-23]
- How I learn - David Rooke [MT173 pp48-49]
- How I learn - Mike Ollerton [MT173 pp22-23]
- How I learn about mathematics - Anne Watson [MT173 pp18-18]
- How I learn languages - Richard Barwell [MT173 pp44-46]
- How interactive is the interactive whiteboard? - Valerie Quashie [MT214 pp33-38]
- How interactive is your whiteboard? - Howard Tanner and Sonia Jones [MT200 pp37-41]
- How many snow people? - Penny Latham [MT177 pp14-15]
- How should we teach mathematics to 3 and 4-year-olds? - Sue Gifford [MT184 pp33-38]
- How to anamorph - John Sharp [MT217 pp07-11]
- How to draw patterns without calculators - Lucy Cartwright [MT178 pp43-43]
- I could be the best mathematician in the world if I actually enjoyed it - Elena Nardi & Susan Steward [MT179 pp41-44]
- 'i' is for induction - Tim Rowland [MT167 pp27-31]
- I like school, but there's no time to do anything - Helen Williams [MT172 pp04-06]
- I went to university to learn mathematics - Johnston Anderson et al [MT173 pp54-59]
- ICME11 - Alan Bloomfield [MT212 pp24-25]
- ICME11 Report - Geoff Faux [MT212 pp07-07]
- Ideas for the classroom - Gill Hatch [MT195 pp06-09]
- If you don't know the answer, look it up! - Betty Ball [MT166 pp30-31]
- Imagery, spatial ability and problem solving - Heather McLeay [MT195 pp36-38]
- Images: static, dynamic and mental - John Mason [MT205 pp44-45]
- Imagining the cardioid - Leo Rogers [MT206 pp43-45]
- Immersion in multiplicity - John Mason and Anne Watson [MT166 pp05-08]
- Improving the quality of teaching and learning mathematics - Sue Jennings and Richard Dunne [MT158 pp34-37]
- In praise of fan numbers - Anne Mooney [MT166 pp27-27]
- In pursuit of patterns - Jose Chamoso [MT188 pp22-26]
- In the clutches of algorithms - Piotr Zarzycki [MT174 pp08-11]
- In the usual way... - James Robinson [MT206 pp16-18]
- Inclusion through mathematics education - Tony Cotton [MT187 pp35-39]
- Inclusive mathematics classrooms - Mike Ollerton [MT216 pp05-07]
- Inequalities and paper hats - Stephanie Prestage and Pat Perks [MT193 pp31-33]
- Inquiry teaching - Andrew Blair [MT211 pp08-11]
- Inside the letter - Roger Duke and Alan Graham [MT200 pp42-45]
- Inspired to learn - Jill Russell [MT173 pp49-50]
- Instilling thinking - Eis De Geest and Anne Watson [MT187 pp41-44]
- Intensive mathematics course - Alison Clarke, Helen Lockwood et al [MT162 pp40-53]
- Interacting with the geometry of the circle - Piggott and Gilderdale [MT195 pp27-30]
- Interactive pictures - Jill Russell [MT182 pp28-29]
- Introducing Excel - Sidney Tyrrell [MT194 pp16-17]
- Introducing exponentials - Derek White [MT208 pp13-13]
- Introduction [MT189 pp03-03]
- Inverse of a 2x2 matrix - John Suffolk [MT215 pp30-30]
- Inverse of a 2x2 matrix - John Suffolk [MT215 pp30-30]
- Is it where it crosses the axis? - Olwen McNamara [MT164 pp23-25]
- Is maths magic? - Mike Askew [MT209 pp26-26]
- Is more whole-class teaching the answer? - Margaret Brown [MT169 pp05-07]
- Is research reaching the classroom - Alison Parish [MT192 pp42-44]
- Is the National Numeracy Strategy evidence-based? - Ian Thompson [MT171 pp23-27]
- Is this a digital Recorde? (Letter) - Gareth Robert [MT180 pp45-45]
- Is this an open question? - Derek Ball [MT202 pp19-19]
- Isosceles triangle problem - Derek Ball [MT215 pp26-26]
- Isosceles triangle problem - Derek Ball [MT215 pp26-26]
- Issues involved in teaching and learning mathematics - Kate Ravensdale [MT172 pp38-39]
- It ain't what you do; it's the way that you do it - Barbara Ball [MT209 pp27-27]
- It saved my life - well, my lesson! - Samantha Price [MT198 pp16-17]
- It sounds like music - Harrie Broekman [MT168 pp52-53]
- It was just a matter of time- Steve Chinn [MT175 pp12-13]
- It would be 19 if 10 was an odd number - Derek Ball [MT213 pp20-22]
- It wouldn't be like that here! - Gillian Hatch [MT168 pp26-31]
- It's branded in our brains! - Sue Caldwell [MT208 pp03-05]
- Jason's journey - Sue Smith [MT158 pp50-51]
- Joined-up reflections: part 1 - John Mason [MT210 pp42-44]
- Joined-up reflections: part 2 - John Mason [MT211 pp40-43]
- Joining Luke's Wires - Susan Saunders [MT191 pp30-33]
- Journey to the centre of a triangle - Margaret Jones [MT206 pp04-05]
- Jumping to conclusions - Derek Ball [MT215 pp20-21]
- Jumping to conclusions - Derek Ball [MT215 pp20-21]
- Just four points and the 'prepared mind' - John Sharp [MT184 pp08-12]
- Just tell us the rule - Mika Munakata [MT196 pp22-23]
- Just tell us the rule! – an answer... - Stella Gabriel [MT200 pp22-23]
- Kaleidoscope - Geoff Faux [MT206 pp19-21]
- Keeping them on their toes - Roy Grice [MT209 pp44-44]
- Key understandings in school mathematics: 1 - Anne Watson [MT218 pp22-23]
- Kindergarten conversations - Vivian Gussin Paley [MT199 pp44-45]
- Knot theory with young children - Handa and Mattman [MT211 pp32-35]
- Knowing the answers - Barbara Ball [MT200 pp17-18]
- Layers of experience using Arms - Laurinda Brown, Alf Coles, Derek Ball, Pat Morton, Matt Coles, Louise Ordman, Barry Orr, Tung Ken Lam [MT206 pp06-10]
- Learning - Dick Tahta [MT173 pp03-03]
- Learning about my learning - Becky Silvester [MT183 pp34-35]
- Learning about primes - Alec McEachran [MT207 pp23-25]
- Learning about whole-class teaching - Christine Bolton et al [MT173 pp31-34]
- Learning from common sense - Jim D N Smith [MT173 pp37-37]
- Learning from Romania and Hungary - Penny Calder [MT171 pp13-15]
- Learning geometry through dynamic geometry software - Sue Forsythe [MT202 pp31-35]
- Learning holistically with Logo - Peter Smith [MT161 pp28-29]
- Learning in mute - Hannah Golamgouse-Toraub [MT218 pp26-27]
- Learning mathematics through real-life problems: texts, contexts and con-tricks - Mike Ollerton [MT166 pp12-13]
- Learning probability: misconceptions and all - David Crawford [MT159 pp23-29]
- Learning through teaching - Jane Eades [MT207 pp41-41]
- Learning To Teach - Gill's Story - Gill Hatch with Tim Rowland [MT196 pp03-07]
- Learning to teach - Tim's story - Tim Rowland with Gill Hatch [MT197 pp36-39]
- Lessons with a year 7 class - Alf Goles and Laurinda Brown [MT161 pp44-47]
- Let's Get The Show On The Road - Adrian Oldknow [MT196 pp16-21]
- Let's plant trees! - Alzia Stein-Barana and Deisy Munhoz [MT218 pp25-25]
- Let's talk about fractions - Russell Scullion [MT161 pp31-33]
- Let's teach geometry - María Canadas, Marta Molina, Sandra Gallardo, Manuel Martínez-Santaoalla and María Penas [MT218 pp32-37]
- Letter - Bob Burn [MT178 pp47-47]
- Letter - Bob Burn [MT199 pp45-45]
- Letter - Bob Burn [MT209 pp39-39]
- Letter - Chris Brooksbank, Cumbria [MT197 pp09-12]
- Letter - David Fielker [MT177 pp46-47]
- Letter - David Fielker [MT209 pp09-09]
- Letter - Jane Eades [MT189 pp39-39]
- Letter - Trevor Fletcher [MT190 pp10-10]
- Letter responding to David Fielker about Geoff Giles' work in MT205 p13-19) [MT206 pp13-13]
- Letter: Counting by tens - a first grader's explanation [MT183 pp08-08]
- Letters - Cristine Hopkins; Heather Davis; Harvey Blair [MT159 pp05-05]
- Letters - David Eldridge and Bob Burn [MT169 pp03-04]
- Letters - Gertrud Walton; Dick Tahta; Nick Connolly; Joan Stephens [MT160 pp44-44]
- Letters - Jill Russell [MT171 pp43-43]
- Letters - John McKernan; Harvey Blair; Susan Hogan [MT166 pp03-04]
- Letters - Jon McKernan [MT162 pp03-03]
- Letters - Mike Ollerton; Alison Dunn; Jill Russell; John Burrows; Jon MacKernan [MT164 pp03-05]
- Letters - Neil Eddy; Harrie Broekman and Heather Scott [MT170 pp03-03]
- Letters - Paul Stephenson and Derek Ball [MT191 pp05-05]
- Letters - Sue Pope [MT187 pp40-40]
- Letters - Sue Pope; Jon McKernan; Sam Costello [MT165 pp03-04]
- Letters - Wim de Jong and David Ross [MT158 pp03-04]
- Letters [MT176 pp45-46]
- Letters [MT182 pp48-48]
- Letters [MT184 pp41-43]
- Letters [MT188 pp48-48]
- Letting exploration happen - Anne Watson [MT198 pp27-27]
- Letting go - Becky Sylvester [MT170 pp14-15]
- Life after death by PowerPoint - Jenni Ingram [MT208 pp20-21]
- Line multiplication - Colin Foster [MT203 pp29-29]
- Line multiplication: a response to Colin Foster (MT203) - Marion Walter [MT205 pp33-33]
- Linkages to op-art - John Sharp [MT205 pp35-38]
- Linking geometry and algebra with GeoGebra - Julie-Anne Edwards and Keith Jones [MT194 pp28-30]
- Links between arithmetic and algebra - Wayne Steel [MT211 pp14-16]
- Litov's mean value theorem - Derek White [MT211 pp13-13]
- Looking Back in Problem Solving - Jinfa Cai and Michael Brook [MT196 pp42-45]
- Looking behind the rhetoric - Paul Andrews [MT167 pp06-10]
- Looking forward - Helen Williams [MT193 pp47-47]
- Loop cards - Adrian Pinel [MT184 pp23-26]
- L'originalitat consisteix a retornar a l'origen - Paula McLoughlin [MT185 pp31-33]
- Lumbering maths - Ken Anderson [MT200 pp22-23]
- Mad Hatter Maths - Paul Gee [MT174 pp15-15]
- Make a change to make a difference - Heather Scott [MT159 pp30-32]
- Making animations - James Robinson [MT205 pp20-23]
- Making connections at key stages 2 and 3 - Julian Williams and Julie Ryan [MT178 pp08-11]
- Making graphs count - Franny Van Dyke & Alexander White [MT188 pp42-45]
- Making mathematics culturally relevant - Patricia Moyer [MT176 pp03-05]
- Making mathematics relevant for students in Bali - Pryde Nubea Sema [MT208 pp24-25]
- Making school mathematics real - Jo Boaler [MT141 pp18-22]
- Making sense of algebra - Malcolm Swan [MT171 pp16-19]
- Making sense of calculus - John Searl [MT168 pp54-58]
- Making the most effective use of homework - Stephen Alexander [MT178 pp36-38]
- Mathemagic on the motorway - Carol Knights and Mike Ollerton [MT214 pp04-05]
- Mathematical adventures in role play - Constance Tyce [MT179 pp19-23]
- Mathematical behaviour - Colin Foster [MT202 pp12-13]
- Mathematical challenge boxes - Kate MacDonald [MT198 pp32-34]
- Mathematical games - Class 6, Marlborough Primary School [MT192 pp28-29]
- Mathematical games: Skill + Luck = Learning - John Parsons [MT209 pp18-21]
- Mathematical resilience - Sue Johnston-Wilder and Clare Lee [MT218 pp38-41]
- Mathematical thinking with lower-attaining pupils - Liz Woodham [MT208 pp41-45]
- Mathematical thinking? - Andrea Pitt [MT181 pp03-05]
- Mathematics and a curriculum for justice - Tony Cotton [MT168 pp06-09]
- Mathematics and global warming - Natalie Carr [MT210 pp35-35]
- Mathematics and Lego robots - Janus Halkier Hansen and Rune Traeholt [MT204 pp32-33]
- Mathematics and peer coaching: Mark McCourt [MT197 pp22-22]
- Mathematics and proof - Stephen Huggett and Michael Singer et al [MT158 pp20-27]
- Mathematics and self in professional judgement - Anne Watson [MT165 pp08-11]
- Mathematics and VSO - Frieda Wilkinson [MT188 pp27-29]
- Mathematics as thinking - Nick Pratt [MT181 pp34-37]
- Mathematics at our fingertips - John Dabell [MT175 pp30-31]
- Mathematics education in Britain and China - Wu Dawei [MT141 pp23-27]
- Mathematics for all? - Mary Harris [MT161 pp03-10]
- Mathematics in context - Janine Blinko [MT188 pp03-09]
- Mathematics in the foundation stage - Ruth Pimentel [MT201 pp10-11]
- Mathematics is a spectator sport - Colin Foster and Helen Williams [MT204 pp40-41]
- Mathematics is like football - Paul Andrews [MT183 pp05-08]
- Mathematics isn't easy - Sandra Pendlington [MT197 pp03-08]
- Mathematics lessons without... - Kath Cross and John Hibbs [MT197 pp14-18]
- Mathematics post-16 - Anne Haworth and Geoff Wake [MT189 pp16-19]
- Mathematics Teaching In Four European Countries - Paul Andrews and Judy Sayers [MT196 pp34-38]
- Mathematics teaching in Pakistan and the UK - Richard Barwell [MT170 pp36-39]
- Mathematics teaching in the Hunza - Richard Barwell [MT161 pp20-22]
- Mathematics Teaching Number 1... - Trevor Fletcher [MT193 pp08-09]
- Mathematics without ... irregular polygons - Heather McLeay [MT200 pp31-33]
- Mathematics, technology and mathematics education: some reflections - John Searl [MT162 pp24-28]
- Mathematik begriefen - eine ausstellung! - Alan Eales [MT214 pp28-29]
- Maths and human rights education - Peter Wright [MT163 pp58-58]
- Maths in a multi-lingual environment - Richard Barwell [MT165 pp26-27]
- Maths is exciting - Jenny Taylor [MT158 pp28-30]
- Maths is when... - John Dabell [MT202 pp45-45]
- Maths is... - Ian Watkins' YI0 students [MT158 pp14-15]
- Maths on a mat - Matt Skoss [MT192 pp06-08]
- Maths Talk - Paula Ross [MT191 pp07-08]
- Maths without... - Julie Millard and Lindsay Taylor [MT197 pp19-19]
- Maths without... - Julie Millard and Lindsay Taylor [MT197 pp19-19]
- May the force be whiteboard! - Lee Bell, David Jones, Julia King, Claire Nicholson and Andrew Pinks [MT203 pp27-29]
- Memories of Dick Tahta - David Fielker, Derek White and John Hibbs [MT203 pp30-31]
- Mental arithmetic poster - ATM [MT160 pp24-25]
- Mental calculation - Ian Thompson [MT213 pp40-42]
- Mental mathematics tests - Annie Gammon [MT160 pp22-23]
- Mental mathematics: introduction - ATM [MT160 pp06-06]
- Mental maths - passive to active - Victoria Williamson [MT201 pp12-15]
- Mental methods of computation - Mike Askew [MT160 pp07-08]
- Metaphor and metonymy - Alf Coles [MT208 pp34-37]
- Metaphor, metonymy and mathematical understanding - Richard Barwell [MT172 pp63-65]
- Metric time - Derek Ball [MT170 pp45-48]
- Migrating from 2D to 3D in Autograph - Douglas Butler [MT197 pp23-26]
- Ministerial muddling over mixed ability - Mike Ollerton [MT165 pp05-07]
- Misunderstanding of fractions! - Caroline Rickard [MT205 pp32-33]
- Modelling in the mathematics classroom - Clare Lee [MT171 pp28-31]
- Models for teaching mathematics - Alan Wigley [MT141 pp04-07]
- Modular arithmetic and Year 8 - Eligio Cerval-Peña [MT195 pp34-35]
- Money and shops, role play and real life - Rose Griffiths [MT174 pp20-22]
- Money is great - Tony Cotton [MT197 pp27-27]
- More for the trisector - Paul Stephenson [MT207 pp41-41]
- More mystery - Laurie Buxton [MT173 pp59-59]
- More mystery - Paul Stephenson [MT211 pp13-13]
- More Sliceforms and Cylinders - John Sharp [MT191 pp22-26]
- More than ladders - Mark Leadbetter [MT204 pp09-11]
- Mother, sister, daughter, teacher - Kate Watson [MT173 pp12-13]
- Moving on - David Rooke [MT164 pp06-15]
- MTi - Lyndon Baker and Douglas Butler [MT212 pp48-48]
- MTi [MT214 pp48-48]
- Much ado about nothing - Rona Catterall [MT207 pp03-05]
- Multiples, primes and factors - Rod Cross [MT170 pp07-09]
- Multiplication and discussion with a Y8 group - Kath Taylor [MT163 pp43-43]
- Mummy, how heavy are mushrooms? - Tony Cotton [MT194 pp37-39]
- Musical directions - Bernard Kelly [MT168 pp48-49]
- Musings on surprise [MT200 pp46-47]
- My accidental parabola - Colin Foster [MT195 pp33-33]
- My mistakes - Anne Watson [MT201 pp11-11]
- Mystery cookie recipes - Audrey C. Rule [MT183 pp28-29]
- National curriculum maths: friend or foe? - Bob Eckhard [MT168 pp36-38]
- National tests in mathematics: two perspectives - David Hawker and Mike Ollerton [MT168 pp16-25]
- Natural understandings of arithmetic - Yuliana Teper [MT208 pp05-05]
- Negative information - Paul Stephenson [MT190 pp14-15]
- Net gains - David Fielker [MT209 pp22-23]
- New from ATM - Jean Carnall [MT213 pp48-48]
- New millennium: using personal methods - Janet Duffin [MT167 pp20-22]
- News and Views [MT141 pp03-03]
- News and Views from Conference - ATM [MT159 pp03-04]
- News and Views from Conference - ATM [MT163 pp59-59]
- News and Views from Conference - ATM [MT171 pp03-03]
- News and views from Conference [MT167 pp03-05]
- News from ATM - George Knights [MT215 pp27-27]
- News from ATM - George Knights [MT215 pp27-27]
- News from ATM - Jean Carnell [MT217 pp48-48]
- News from ATM - Meryl Hargreaves [MT216 pp11-11]
- News from ATM - Peter Lacey [MT214 pp03-03]
- News from ATM - Peter Lacey [MT218 pp48-48]
- News from ATM [MT194 pp45-45]
- News from ATM [MT196 pp46-46]
- News from ATM [MT197 pp47-47]
- News from ATM [MT198 pp45-45]
- News from ATM [MT200 pp26-26]
- News from ATM [MT201 pp46-46]
- News from ATM [MT202 pp46-46]
- News from ATM [MT203 pp46-46]
- News from ATM [MT204 pp46-46]
- News from ATM [MT205 pp46-46]
- News from ATM [MT206 pp47-47]
- News from ATM [MT207 pp46-46]
- News from ATM [MT208 pp46-46]
- News from ATM [MT209 pp47-47]
- News from ATM [MT210 pp46-46]
- News from ATM: Testing in Denmark - David Fielker [MT213 pp15-15]
- News from BSLRM - Alf Coles, Mary Cleare et al [MT163 pp56-57]
- News from the web - Stefanie Burke [MT218 pp29-29]
- Nim - Atara Shriki [MT213 pp42-44]
- NNS Reception compared with QCA Foundation guidance - ATM [MT175 pp26-26]
- No 14 Correlation Street - Jonny Griffiths [MT206 pp22-22]
- No Problem with Problem Solving - Jon Kurta [MT196 pp39-41]
- Not for teaching - Derek Ball [MT217 pp23-23]
- Not for the Classroom - Jonathan MacKernan [MT172 pp40-45]
- Notation - Anne Watson [MT213 pp35-38]
- Note from the Web Editor [MT182 pp38-38]
- Noticeboard - ATM [MT174 pp06-07]
- Noticeboard - ATM [MT175 pp10-11]
- Noticeboard [MT176 pp06-07]
- Noticeboard [MT177 pp12-13]
- Noticeboard [MT178 pp12-13]
- Noticeboard [MT182 pp08-09]
- Noticeboard [MT183 pp14-15]
- Noticeboard [MT184 pp20-21]
- Noticeboard [MT185 pp28-29]
- Noticeboard [MT186 pp20-21]
- Noticeboard [MT187 pp18-18]
- Noticeboard 10 [MT180 pp10-11]
- Number conference - Geoff Faux [MT163 pp03-03]
- Number day - Deryn Brand [MT176 pp27-27]
- Number grid puzzles - Derek Ball [MT208 pp17-17]
- Number pyramids in a Japanese classroom - Taro Fujita and Yoshiko Miura [MT194 pp40-43]
- Number sense - Vinay Kathotia [MT216 pp12-15]
- Number tracks, number lines, number strips... Are they all the same? - Paola Iannone [MT197 pp09-12]
- Numbers count - Carol Duffy [MT216 pp03-04]
- Numbers up to 20 - Betty Ball [MT164 pp36-37]
- Numberwords - Ji Un Lee [MT217 pp35-39]
- Numeracy story - Janet Duffin [MT170 pp30-31]
- Numeracy Strategy for KS4 and Palindromic Multiples - Dean Rowley and Bob Margolis [MT175 pp46-47]
- Numeracy, numeracy, numeracy - Alison Price [MT165 pp32-34]
- Numero - a numerate game - Jenny Murray [MT183 pp12-13]
- Numicon, numeracy and a special need - Vikki Horner [MT179 pp28-31]
- Obituary - Laurie Buxton [MT178 pp05-05]
- Obituary: Ray Hemmings [MT179 pp35-35]
- Off to Disneyland! - Paula Ross [MT178 pp28-31]
- On being told - Bill Brookes [MT194 pp15-15]
- On doing the same problem - Laurinda Brown et al [MT163 pp50-55]
- On rebecoming unfamiliar - Paul Stephenson [MT202 pp40-42]
- On thinking - Alison Parish [MT192 pp48-48]
- One if by land; three if by sea - Robin Ward [MT194 pp20-21]
- One lesson with my Y10 class - Kate Ravensdale [MT176 pp42-43]
- Opening talk at ATM Easter Conference - Jan Winter [MT172 pp21-27]
- Optimising teacher input - Charlie Guilderdale et al [MT216 pp38-40]
- Oral and mental mathematics - Sue Davis [MT215 pp45-48]
- Oral and mental mathematics -Sue Davis [MT215 pp45-48]
- Otherwise engaged - Jenni Ingram and Robert Ward-Penny [MT217 pp18-18]
- Out of another Africa - Tandi Clausen-May [MT169 pp28-32]
- Outcome-led and process-led teaching - Rebecca Teasdale [MT210 pp03-07]
- Outdoor mathematics - Jackie Kennard [MT201 pp16-18]
- Overheard - Diana Cobden [MT197 pp12-12]
- Overheard [MT178 pp41-41]
- Pace? - Aaron King [MT196 pp22-23]
- Paper folding fractions: Does this work? - Malcolm Swan [MT180 pp03-03]
- Paper folding fractions: more solutions for Malcolm Swan (MT180) [MT182 pp32-33]
- Paper folding: Trains and folds and planes - Liz Meenan [MT176 pp23-26]
- Parallel paths: shared journeys - Janet Ainley [MT164 pp16-20]
- Parents, children and fun maths - Jenny Murray [MT176 pp28-29]
- Pascal pictures - Paul Stephenson [MT215 pp08-08]
- Pascal pictures -Paul Stephenson [MT215 pp08-08]
- Patchwork texts - Doug Brand et al [MT211 pp22-25]
- Patterns and problem solving - Tom O'Brien and Chris Wallach [MT213 pp03-05]
- Peer interaction - Andrew Blair [MT186 pp36-38]
- Peer talk - Irene Wheeldon [MT199 pp39-41]
- Percentage questions- Mark Moody [MT175 pp38-39]
- Personal View - Alf Coles [MT169 pp48-48]
- Personal View - David Eldridge [MT172 pp80-80]
- Personal View - David Rooke [MT160 pp48-48]
- Personal View - Emma Leaman [MT168 pp64-64]
- Personal View - Jenny Murray [MT167 pp48-48]
- Personal View - Jill Russell [MT161 pp60-60]
- Personal View - John Mason [MT163 pp60-60]
- Personal View - Laurinda Brown [MT173 pp80-80]
- Personal View - Liz Bills [MT164 pp44-44]
- Personal View - Liz Cox [MT165 pp43-43]
- Personal View - Marjorie Gorman [MT141 pp42-42]
- Personal View - Mike Ollerton [MT171 pp44-44]
- Personal View - Phil Dodd [MT166 pp44-44]
- Personal View - Sam Costello [MT159 pp44-44]
- Personal View - Sue Pope [MT158 pp60-60]
- Personal View - Sue Welford [MT170 pp44-44]
- Personal View - Tony Harries [MT162 pp64-64]
- Phi Oh Phi Oh Phi - Jonny Griffiths [MT192 pp36-37]
- Philosophy in the mathematics classroom - Christopher Martin [MT210 pp16-17]
- PI - Sarah Knowles [MT201 pp45-45]
- Pivot tables in seven minutes - Sidney Tyrrell [MT207 pp44-45]
- Place value - Ian Thompson [MT215 pp04-05]
- Place value -Ian Thompson [MT215 pp04-05]
- Planning and teaching with purpose - Simon Pennifer, Kathryn Vaughan and Charlie Wall [MT161 pp52-54]
- Playing and learning with Poleidoblocs - Julia Anghileri and Sarah Barron [MT161 pp48-51]
- Playing by numbers - Alison Davies [MT190 pp34-36]
- Playing dominoes - Alistair Bissell [MT210 pp34-35]
- Playing games - Carol Kohlfeld [MT215 pp14-15]
- Playing games - Carol Kohlfeld [MT215 pp14-15]
- Playing with 50 years - Robin Stewart [MT193 pp37-37]
- Playing with a post-it(R) - Nigel Wills [MT206 pp15-15]
- Playing with the function game - George Bullamore [MT163 pp44-46]
- Please Sir, I want some more! - Jayne Stansfield [MT210 pp18-19]
- Plenaries: an NQT view - Lucy Whitehouse [MT185 pp17-17]
- Political View - Annie Gammon [MT165 pp44-44]
- Political View - Margaret Poston [MT166 pp43-43]
- Polygons and their circles - Paul Stephenson [MT212 pp35-37]
- Polyhedra in Poland - Piotr Pawlikowski [MT204 pp23-26]
- Power maths- Sydney Schuman [MT175 pp39-39]
- Power to the people - Jonny Griffiths [MT183 pp22-22]
- Powers of three - John Mason and Anne Watson [MT189 pp08-09]
- Practice - Laurinda Brown, Alf Coles, Jan Winter and Kathryn Vaughan [MT158 pp31-33]
- Primary CAME in the classroom - Nicki Landau [MT183 pp09-11]
- Primary problems solved without sheets - Keith Windsor [MT184 pp27-30]
- Primary puzzles day - Keith Windsor [MT190 pp20-22]
- 'Prime' polyhedra - Heather McLeay and Peter Cromwell [MT186 pp23-26]
- Probably of no use - Bernard Kelly [MT162 pp54-54]
- Problem Pictures - Richard Phillips [MT181 pp24-25]
- Problem solving and me . . . - James Robinson [MT189 pp36-38]
- Problem: to divide by 8 - Hasan Unal [MT212 pp28-30]
- Problem-solving exercises - Justin Coad [MT185 pp39-40]
- Professional development and MT - Ruth Tanner [MT174 pp33-35]
- Professional Officer's Update - Barbara Ball [MT182 pp39-39]
- Professional Officer's Update - Barbara Ball [MT183 pp38-39]
- Professional Officer's Update - Barbara Ball [MT184 pp13-13]
- Professional Officer's Update - Barbara Ball [MT185 pp16-16]
- Professional Officer's Update - Barbara Ball [MT186 pp22-22]
- Professional Officer's Update - Barbara Ball [MT187 pp27-27]
- Professional Officer's Update - Barbara Ball [MT189 pp07-07]
- Professional Officer's Update - Barbara Ball [MT190 pp07-07]
- Professional Officer's Update - Barbara Ball [MT191 pp15-15]
- Professional Officer's Update - Barbara Ball [MT192 pp38-39]
- Professional Officer's Update - Barbara Ball [MT193 pp22-22]
- Professional Officer's Update - David Cowley [MT196 pp30-30]
- Professional Officer's Update - David Cowley [MT197 pp45-45]
- Professional Officer's Update - David Cowley [MT199 pp46-46]
- Professional Officer's Update [MT188 pp16-16]
- Professional Officer's Viewpoint [MT195 pp45-45]
- Professor points: part 1 - Mary Karacalik [MT215 pp42-44]
- Professor points: part 1 - Mary Karacalik [MT215 pp42-44]
- Professor points: part 2 - Mary Karacalik [MT216 pp08-09]
- Promoting positive attitudes - Paul Wilson [MT208 pp14-16]
- Proof – a bit of geometry - Geoff Faux [MT178 pp06-07]
- Proof - Alf Coles [MT177 pp06-07]
- Proof and geometric reasoning - Rebecca Evans [MT201 pp38-41]
- Proof and insight - Alf Coles [MT190 pp11-11]
- Proof and refutation - Barbara Harding [MT169 pp12-16]
- Proof from the classroom [MT177 pp24-25]
- Proof in elementary number work - Geoff Giles [MT186 pp03-09]
- Proof matters - Tony Gardiner and Candida Moreira [MT169 pp17-21]
- Proof without words - Sanjay Khattri [MT215 pp29-29]
- Proof without words - Sanjay Khattri [MT215 pp29-29]
- Proof: Opening session - Geoff Faux and John Mason [MT177 pp04-05]
- Proof: Setting the scene [MT177 pp03-03]
- Provocation - Two Old Men [MT212 pp26-27]
- Provocation 2 - Two old men [MT213 pp30-31]
- Provocation 3 - Two Old Men [MT214 pp40-41]
- Provocation 5 - Two Old Men [MT215 pp38-39]
- Provocation 5 -Two Old Men [MT215 pp38-39]
- Provocation 6 - Two Old Men [MT216 pp36-37]
- Provocation 8 - Two old men [MT217 pp46-47]
- Pull-up nets - Liz Meenan [MT208 pp26-27]
- Puppets count - Brenda Keogh and Stuart Naylor [MT213 pp32-34]
- Putting place value in its place - Ian Thompson [MT184 pp14-15]
- Puzzle page - Alan Parr [MT213 pp47-47]
- Puzzle page - Alan Parr [MT214 pp27-27]
- Puzzle page - Paul Stephenson [MT215 pp17-17]
- Puzzle page - Paul Stephenson [MT215 pp17-17]
- Puzzle page - Richard Goodman [MT217 pp19-19]
- Puzzle page [MT194 pp48-48]
- Puzzle page [MT195 pp48-48]
- Puzzle Page [MT196 pp48-48]
- Puzzle page [MT197 pp48-48]
- Puzzle Page [MT198 pp48-48]
- Puzzle Page [MT199 pp48-48]
- Puzzle page [MT200 pp48-48]
- Puzzle page [MT201 pp48-48]
- Puzzle page [MT202 pp48-48]
- Puzzle page [MT203 pp48-48]
- Puzzle page [MT204 pp48-48]
- Puzzle page [MT205 pp48-48]
- Puzzle page [MT206 pp48-48]
- Puzzle page [MT207 pp48-48]
- Puzzle page [MT208 pp48-48]
- Puzzle page [MT209 pp48-48]
- Puzzle page [MT210 pp48-48]
- Puzzle page [MT211 pp48-48]
- Puzzles for 2009 - Alan Parr [MT212 pp42-43]
- Pyramid numbers - Jill Russell [MT158 pp43-43]
- Pythagoras and four colours - Hasan Unal [MT206 pp27-29]
- Pythagoras' canvas - Garrod Musto [MT213 pp26-29]
- Pythagoras verses - Mark Andrews and Nick Cheadle [MT165 pp14-17]
- QCA Developments - Annie Gammon [MT176 pp08-08]
- Questioning styles - Nikki Martin [MT184 pp18-19]
- Questioning their mathematics - Vicky Inman [MT190 pp28-31]
- Questions, reflections, messages - Harrie Broekman and Agata Hoffmann [MT178 pp17-19]
- Quilting with Year 6 - Geoff Faux and Barbara Hepburn [MT210 pp27-31]
- Rachel measures - Helen Williams [MT217 pp16-17]
- Reading week - Susan Kelly [MT166 pp10-10]
- Realistic mathematics education - Sue Hough and Steve Gough [MT203 pp34-38]
- Really big numbers - Lynda Thomas [MT163 pp40-40]
- Reasoning with dice - Hasan Unal [MT209 pp42-43]
- Recall or strategies? - Meindert Beishuizen [MT160 pp16-19]
- Recurring decimals: Vedic style - Andrew Stewart-Brown [MT170 pp28-29]
- Recursion, computers and art - Andy Kemp [MT203 pp17-18]
- Reflecting on MT - Derek & Barbara Ball [MT193 pp27-30]
- Reflecting on pace - Margaret Sangster [MT204 pp34-36]
- Reflections - Adrian Pinel [MT181 pp02-02]
- Reflections - Alf Coles [MT199 pp02-02]
- Reflections - Barbara Ball [MT204 pp02-02]
- Reflections - Carol Kohlfeld [MT210 pp02-02]
- Reflections - Carole Skinner [MT188 pp02-02]
- Reflections - Catherine Scarlett [MT209 pp02-02]
- Reflections - Colin Foster [MT192 pp02-02]
- Reflections - Dick Tahta [MT195 pp02-02]
- Reflections - Geoff Dunn [MT175 pp02-03]
- Reflections - Geoff Faux [MT198 pp02-02]
- Reflections - Geoff Faux [MT205 pp02-03]
- Reflections - Helen Williams [MT179 pp02-02]
- Reflections - Helen Williams [MT187 pp02-02]
- Reflections - Helen Williams [MT211 pp02-02]
- Reflections - Jan Winter [MT203 pp02-02]
- Reflections - Jeremy Burke [MT185 pp02-02]
- Reflections - John Dabell [MT208 pp02-02]
- Reflections - John Mason [MT193 pp02-02]
- Reflections - Karen Hancock [MT207 pp02-02]
- Reflections - Kath Cross [MT177 pp02-02]
- Reflections - Keith Windsor [MT202 pp02-02]
- Reflections - Laurie Jacques [MT189 pp02-02]
- Reflections - Len Sparrow [MT191 pp02-02]
- Reflections - Lyndon Baker [MT206 pp02-03]
- Reflections - Malcolm Swan [MT183 pp02-02]
- Reflections - Malcolm Swan [MT200 pp02-03]
- Reflections - Margaret Jones [MT196 pp02-02]
- Reflections - Paul Andrews [MT184 pp02-02]
- Reflections - Peter Lacey [MT180 pp02-02]
- Reflections - Robin Stewart [MT182 pp02-02]
- Reflections - Robin Stewart [MT186 pp02-02]
- Reflections - Sam Ladner [MT190 pp02-02]
- Reflections - Sarah Warboys [MT176 pp02-02]
- Reflections - Sheila Ebbutt [MT174 pp02-02]
- Reflections - Sue Gifford [MT178 pp02-02]
- Reflections - Sue Johnston-Wilder [MT194 pp02-02]
- Reflections - Tandi Clausen-May [MT201 pp02-02]
- Reflections - Tony Cotton [MT197 pp02-02]
- Reflections on a mathematics lesson in Kaposvar - Tony Harries [MT161 pp11-13]
- Reflections on a problem - Dave Hewitt [MT187 pp03-07]
- Reflections on editing MT 2005–2008 - Colin Foster [MT212 pp03-03]
- Reflections on two lessons - Peter Sykes [MT162 pp38-39]
- Reflections upon the assessment of mathematics - Barry Litherland [MT159 pp10-14]
- Regular - Jonny Griffiths and Derek Ball [MT190 pp31-31]
- Reinforcing disenchantment - Joan Gibson and John Costello [MT171 pp36-40]
- Relational, instrumental and creative understanding - Melanie Reason [MT184 pp05-07]
- Releasing the prisoners - Mark Richards [MT203 pp38-39]
- Representing multiplication - Tony Harries and Patrick Barmby [MT206 pp37-41]
- Research I could be the best mathematician in the world if I actually enjoyed it: Part two 4 - Susan Steward and Elena Nardi [MT180 pp04-09]
- Research into raising self-esteem in low attainers - Barbara Jaworski and Jane Edwards [MT161 pp23-25]
- Responding to Geoff Faux's challenge - Derek Ball and Julian Gilbey [MT190 pp16-16]
- Response to 'Being alongside' - Dick Tahta and Helen Williams [MT200 pp11-11]
- Response to Rose - George Knights [MT212 pp30-31]
- Retrospective - The Editors [MT215 pp03-03]
- Retrospective - The Editors [MT215 pp03-03]
- Reviewing the review - Peter Lacey [MT165 pp22-22]
- Reviews - ATM [MT158 pp54-58]
- Reviews - ATM [MT159 pp42-43]
- Reviews - ATM [MT160 pp45-47]
- Reviews - ATM [MT161 pp57-59]
- Reviews - ATM [MT162 pp56-63]
- Reviews - ATM [MT164 pp38-43]
- Reviews - ATM [MT165 pp36-42]
- Reviews - ATM [MT166 pp40-42]
- Reviews - ATM [MT168 pp60-63]
- Reviews - ATM [MT169 pp40-47]
- Reviews - ATM [MT170 pp40-43]
- Reviews - ATM [MT171 pp41-43]
- Reviews - ATM [MT173 pp70-79]
- Reviews - ATM [MT174 pp46-47]
- Reviews - ATM [MT175 pp44-46]
- Reviews [MT172 pp76-79]
- Reviews [MT176 pp44-44]
- Reviews [MT177 pp45-45]
- Reviews [MT178 pp45-46]
- Reviews [MT182 pp45-47]
- Reviews [MT183 pp42-48]
- Reviews [MT184 pp44-48]
- Reviews [MT185 pp42-48]
- Reviews [MT186 pp42-48]
- Reviews [MT187 pp45-48]
- Revisiting Fractions - Edwina Theunissen [MT192 pp45-47]
- Rich discussions by 7- and 8-year-olds - Carol Kohlfeld [MT209 pp03-04]
- RISP - Jonny Griffiths [MT213 pp16-17]
- RISP - Parabolic clues - Jonny Griffiths [MT217 pp06-06]
- RISP - Parabolic solution - Jonny Griffiths [MT217 pp34-34]
- RISP 12 - Jonny Griffiths [MT215 pp28-29]
- RISP 12 -Jonny Griffiths [MT215 pp28-29]
- RISP 38: Differentiation rules ok - Jonny Griffiths [MT214 pp16-17]
- RISP: Building log equations - Jonny Griffiths [MT218 pp09-09]
- RISP: Log equations solution - Jonny Griffiths [MT218 pp28-28]
- RISP: Random independence - Jonny Griffiths [MT216 pp10-10]
- Ruminating on coursework - Hilary Povey and members of the All-Attainment Teaching and Learning Group [MT199 pp12-14]
- Running a maths week- Lorna Wright [MT175 pp23-25]
- Running the maths club - Peter Pool [MT161 pp26-27]
- Sacred cows - Mike Ollerton [MT215 pp31-34]
- Sacred cows - Mike Ollerton [MT215 pp31-34]
- SCAA mental arithmetic tests - Davina Jones [MT160 pp34-35]
- Scotlines [MT208 pp47-47]
- Scotlines [MT209 pp46-46]
- ScotLines [MT210 pp47-47]
- ScotLines [MT211 pp45-45]
- Sea changes in mathematics education - Ruth Merttens and Darrell Wood [MT172 pp13-17]
- Secondary mathematics teaching: should it be all chalk and talk? - Anjum Halai [MT161 pp18-19]
- See, hear and be moved by maths - Chris Tomlinson [MT174 pp40-42]
- Seeing is believing - Margaret Jones [MT160 pp03-05]
- Seeing maths - Carol Aljets-Kohlfeld [MT203 pp43-43]
- Seeing, convincing and proving - Anne Watson [MT177 pp37-38]
- Self-awareness - Derek Ball [MT192 pp21-21]
- Sending out an SOS - Mike Askew [MT192 pp22-23]
- Serendipity, and a special need - Tony Wing [MT174 pp27-30]
- Serious learning, funny mathematics and mathematical fun - Mike Ollerton [MT172 pp07-09]
- Setting up surprises - should we or shouldn't we? - Jenni Back [MT200 pp20-21]
- Shape and space at key stage 2 - Jenni Back, Chris Brooksbank and Geoff Faux [MT201 pp27-31]
- Shape and space -which is important: process or content? - Geoff Faux [MT165 pp24-25]
- Shape, space and pace - David Fielker [MT176 pp16-22]
- Shaping up: possibilities and constraints - Mary Briggs and John Crook [MT168 pp45-47]
- Shedding light on octons - Barbara Ball [MT214 pp20-21]
- Shielding children from mathematical danger - Nick Pratt [MT158 pp12-13]
- Shifting Cognition - Emma Leaman [MT173 pp47-48]
- Shorts [MT194 pp18-19]
- Sic transit gloria mundi and Pluperfect numbers - Jon MacKernan and Laurie Buxton [MT174 pp47-47]
- Silent functions - Robert Jones [MT163 pp48-49]
- Simulating gravity - Savas Pipinos [MT217 pp13-15]
- Sixties week - Ewa Lucas-Gardiner [MT206 pp26-26]
- Skeletal cube investigation - Pam Spellen [MT158 pp16-19]
- Some elements of proof in KS1 shape and space - Marjorie Gorman [MT177 pp27-30]
- Some investigations about mathematical talk - Barbara Jaworski and Janis Hall [MT159 pp33-37]
- Some lessons in mathematics: a comparison of mathematics teaching in Japan and America - Keith Jones [MT159 pp06-09]
- Some notes on mental mathematics - David Fielker [MT160 pp09-11]
- Some photographs from the Easter Conference 2006 - Pauline Nield [MT197 pp20-21]
- Some reflections on work with younger children - Marjorie Gorman [MT163 pp36-38]
- Some Thoughts On Being In Front - Alf Coles and Barry Orr [MT196 pp08-11]
- Some thoughts on constructing a curriculum - Geoffrey Howson [MT165 pp18-21]
- Some...are more equal than others - David Fielker [MT210 pp36-39]
- Soroban - Tandi Clausen-May [MT160 pp20-21]
- Spatial arithmetic - Tandi Clausen-May [MT168 pp42-44]
- Spherical geometry reading book - Jan van den Brink [MT159 pp19-22]
- Square roots - Cosette Crisan [MT209 pp44-45]
- Starters at KS3 - Ceri Fiddes [MT191 pp09-11]
- Statistical fun - Alan Catley [MT201 pp19-22]
- Statistics with sunflowers - Nicola Hill and Sarah Walsh [MT161 pp42-43]
- Steiner's amazing porism - Trevor Fletcher [MT205 pp26-29]
- Stereograms - Dietmar Küchemann [MT203 pp19-21]
- Story as a Tool for Learning - Alison Davies [MT191 pp16-18]
- Straight line graphs - Tom Krueger [MT217 pp20-21]
- Stretching the comfort zone - Sara Santos [MT216 pp27-31]
- Student teachers' conceptions of mathematics - Tony Brown, Olwen McNamara, Una Hanley and Liz Jones [MT167 pp32-36]
- Student-generated examples - Anne Watson and John Mason [MT172 pp59-62]
- Su doku and problem solving - Tom Macintyre [MT199 pp08-11]
- Subjective mathematics - Derek Ball [MT204 pp42-43]
- Subtraction comes first - Marjorie Gorman [MT185 pp13-13]
- Sum formula for production of consecutive integers - Hasan Unal [MT213 pp24-25]
- Sum puzzles - Ian Jones [MT207 pp18-19]
- Sums of decagonal numbers using cubes - Hasan Unal [MT212 pp20-21]
- Supersolids - Sandra Pulver [MT184 pp39-40]
- Surprise - Geoff Faux [MT200 pp06-07]
- Surprise and inspiration - Anne Watson and John Mason [MT200 pp04-05]
- Surprising digits? - Alan Parr [MT200 pp06-07]
- Surprising myself - Jenny Piggott [MT200 pp06-07]
- Surreal mathematics - Derek Ball [MT196 pp22-23]
- Symmetry in the car park - Karen Hancock [MT200 pp24-25]
- Take seven digits - Keith Windsor [MT197 pp27-27]
- Taking the crystal maze to Zambia - Ruth Dodd [MT171 pp22-22]
- Taking the problem out of problem solving? - Laurie Jacques [MT193 pp40-41]
- Talking about maths - Rachael Sackville-Jones [MT173 pp24-26]
- Talking maths - Jenny Murray [MT199 pp15-17]
- Teachers can do research - Barbara Jaworski and Clare Lee [MT158 pp08-11]
- Teachers' questions - Paul Dickinson [MT171 pp04-07]
- Teaching and learning through problem solving - Mike Ollerton [MT201 pp03-05]
- Teaching number: does the numeracy strategy hold the answers? - Ina Mayow [MT170 pp16-17]
- Teaching numeracy: will we ever learn? - Mike Askew [MT168 pp03-05]
- Telling stories - IMP delegates [MT218 pp13-16]
- Tessellations In Word - Colin Foster [MT196 pp24-25]
- That's a very good question! - Jan Einar Nordgreen [MT172 pp56-58]
- The 11+ disaster - Hana Stewart [MT208 pp37-37]
- The all, most and some of learning objectives - Andrew Blair [MT202 pp20-22]
- The angle sum of a triangle - Gershon Rosen and Nitsa Movshovitz-Hadar [MT141 pp30-33]
- The answer is 4 - Laurinda Brown [MT170 pp04-06]
- The answer is 42 - Judy Rowland & Libby Jared [MT188 pp34-37]
- The baby with the bath water - Ruth Merttens [MT176 pp12-13]
- The Babylonian clay tablet - J Stuart Burns [MT158 pp44-45]
- The calculus power rules - Sidney Schuman [MT199 pp18-18]
- The campaign for beautiful solutions - Jim Milner [MT172 pp66-69]
- The circle scribe disk compass - Bill Harper [MT176 pp10-11]
- The city of mathematics - Adrian Watts and Class 4A [MT207 pp20-21]
- The concept of fraction among the Kraho Indians in Brazil - Eduardo Ferreira [MT162 pp29-30]
- The Cuisenaire product finder - Paul Stephenson [MT205 pp32-32]
- The decimal number system and young children - John Harrison [MT195 pp23-25]
- The decimal point and the ths - Steve Chinn [MT208 pp19-19]
- The early childhood mathematics group - ATM [MT175 pp09-09]
- The Education Show 2006 - Diana Cobden [MT196 pp33-33]
- The elastic ruler and the Storchschnabel - Paul Stephenson [MT193 pp14-15]
- The equals sign and me - Ian Jones [MT194 pp06-08]
- The first two years - Dave Hewitt [MT173 pp04-11]
- The foil rap - Jill Harmer [MT182 pp27-27]
- The Fractionkitapplet - Roger Duke, Alan Graham and Sue Johnston-Wilder [MT208 pp28-31]
- The future of ATM journals [MT189 pp39-39]
- The geomatics.org.uk project - Tom Bramald and Jonathan Powell [MT198 pp28-29]
- The geometry of the universe: part 1 - Stephanie Francis [MT214 pp11-15]
- The geometry of the universe: part 2 - Stephanie Francis [MT215 pp22-26]
- The geometry of the universe: part 2 -Stephanie Francis [MT215 pp22-26]
- The goals of mathematical education: part one - George Polya [MT181 pp06-07]
- The goals of mathematical education: part two - George Polya [MT181 pp42-44]
- The great soroban project - Pat Cannell [MT164 pp32-33]
- The Hungarian hexagon - Jackie Palmer [MT195 pp19-22]
- The importance of mathematical thought - Kate Golding [MT170 pp10-13]
- The importance of trialling - Sheila Ebbutt [MT178 pp32-33]
- The integer part function - John Stewart [MT163 pp47-47]
- The Koch snowflake - Jerry Dwyer, Mike Keating and Sonya Sherrod [MT207 pp33-34]
- The language dimension of mathematics teaching - Richard Barwell, Constant Leung, Candia Morgan and Brian Street [MT180 pp12-15]
- The lemonade bottles problem - David Fielker [MT166 pp16-22]
- The Magic Box - Enhancing interactivity - Dave Miller [MT197 pp28-31]
- The matchstick array - Charlie Wall [MT177 pp18-20]
- The Maths Mansion experience - Chris Ellis [MT182 pp23-26]
- The method of Jean Louis Nicolet - Caleb Gattegno [MT205 pp42-43]
- The missing domino - David Fielker [MT188 pp38-41]
- The most beautiful moment - Jan Einar Nordgreen [MT170 pp23-27]
- The MultiGrid Stencil - Paul Richards [MT190 pp32-33]
- The n kg chicken - Tony Cotton [MT195 pp33-33]
- The National Curriculum for Science as a resource for teaching mathematics - Peter Gill [MT166 pp32-33]
- The National Numeracy Strategy: A student teacher's experience - Bryony Richards [MT173 pp29-31]
- The Nth term &Y8 area lesson - Colin Foster [MT188 pp30-31]
- The numeracy hour: a method of coping from a position of failing in mathematics - Kim Baker and David Eldridge [MT172 pp34-35]
- The pathway to abstraction - A. Cihan Konyalioglu [MT217 pp40-41]
- The place of using and applying mathematics - Alison Price with the KS1 and 2 working group [MT179 pp36-37]
- The plane-sphere project - Istvan Lenart [MT187 pp22-26]
- The pleasure of attention and insight - George Gadanidis [MT186 pp10-13]
- The politically incorrect mathematics teacher's A to Z - Jon MacKernan [MT167 pp16-19]
- The power of difference - Laurinda Brown [MT176 pp09-10]
- The power of two - Vinay Kathotia [MT216 pp44-45]
- The Primary Strategy [MT197 pp33-35]
- The Revisions of the Primary Strategies - ATM [MT196 pp26-27]
- The role of the teacher - David Wheeler [MT173 pp62-68]
- The same difference - Ian Sugarman [MT202 pp16-18]
- The shade and stick curriculum - Harriet Marland [MT165 pp23-23]
- The Soroban - Kimie Markarian [MT185 pp22-25]
- The spirit of the subject - Nicola Bretscher [MT184 pp03-04]
- The star-box: Working together in the classroom - John Parker [MT194 pp31-35]
- The value of two - Ruth Trundley [MT211 pp17-21]
- The vulture and the mouse - John Hancock [MT185 pp12-13]
- The way they do maths round here - Peter Pool [MT168 pp50-51]
- The Williams Review - Rupert Knight [MT213 pp18-19]
- Thenwhats - Anne Watson [MT182 pp03-05]
- Theorem of mystery: part 1 - Francis Lopez-Real [MT208 pp38-40]
- Theorem of mystery: Part 2 - Francis Lopez-Real [MT209 pp05-09]
- Theory into practice goes exactly - Jonny Griffiths [MT201 pp06-07]
- There is more to mathematics than symbols - Ferdinand Rivera [MT218 pp42-47]
- There's proof and there's proof - Morgan Sweeney [MT177 pp39-39]
- Thinking about 'rich' tasks - Lorna Box and Anne Watson [MT217 pp42-45]
- Thinking aloud together - Frank Monaghan [MT198 pp12-15]
- Thinking conics - Richard Lewis [MT208 pp31-33]
- Thinking in three modes - Laurie Buxton [MT158 pp52-53]
- Thinking outside the box - Tom Andrews [MT198 pp08-08]
- Thinking through, and by, visualising - Jennifer Piggott and Liz Woodham [MT207 pp27-30]
- Thoughts on emergent maths - Suzanna Jacoby [MT193 pp38-39]
- Thoughts on the 2008 conference from an NQT - Christopher Martin [MT209 pp24-25]
- Through the square window - Pat Ashworth and Steve Plummer [MT174 pp23-26]
- Time and place - guess where? - Kathleen Grant [MT185 pp18-18]
- Time to say 'enough is enough'! - Stephanie Prestage and Pat Perks [MT199 pp03-05]
- Times-table practice - Kimie Markarian [MT172 pp36-37]
- To mix or not to mix? - Rosemary Shuttlewood [MT198 pp09-11]
- To personalise, just SMILE - Rachel Gibbons [MT202 pp44-44]
- Too much teaching? - Christine Barnes [MT190 pp23-25]
- Towards a definition of basic numeracy - Michael Girling [MT174 pp12-13]
- Transformation Geometry - Maria Wesslén and Saínza Fernandez [MT191 pp27-29]
- Transformational Golf - Chris Clements [MT192 pp40-41]
- Transition from school to university - Angela Walmsley [MT173 pp51-53]
- Trigonometry - Jeremy Richardson and Dorothy Sutherland [MT141 pp08-11]
- Trigonometry from first principles - Andy Kemp [MT215 pp40-41]
- Trigonometry from first principles -Andy Kemp [MT215 pp40-41]
- Trigonometry with Year 8: part 1 - Jessica Steer, Maria Antioneta de Vila and James Eaton [MT214 pp42-44]
- Trigonometry with Year 8: part 3 - Jessica Steer, Maria Antonieta de Vila and James Eaton [MT215 pp06-08]
- Trigonometry with Year 8: part 3 -Jessica Steer, Maria Antonieta de Vila and James Eaton [MT215 pp06-08]
- Trisecting angles by paper folding - Bob Burn [MT206 pp14-14]
- Truncation [MT205 pp24-25]
- Tuckshop subtraction - Roger Duke, Alan Graham and Sue Johnston-Wilder [MT203 pp03-07]
- Turning round Year 9 - David Shinkfield [MT202 pp36-39]
- Twenty-five years ago - John V Trivett [MT173 pp38-38]
- Twenty-five years ago [MT172 pp37-37]
- Two degrees - Wendy Brady [MT198 pp19-19]
- Two mathematics lessons - Robin Stewart [MT169 pp10-11]
- Two successful mathematical days in 2004: Maths is special in the North West - Joe Murray [MT190 pp18-19]
- Uncle Bodmas and old friends - Ruth Forrester and John Searl [MT173 pp34-35]
- Understanding assessment: the assessment of understanding - Tandi Clausen-May [MT171 pp32-35]
- Understanding students' understanding of functions - Recai Akkus, Brian Hand, and Jennifer Seymour [MT207 pp10-13]
- Understanding then doing: doing then understanding - Aidan Harrington [MT177 pp10-11]
- Unexpected outcomes from Teachers' TV - Ruth Tanner [MT199 pp28-30]
- Unfolding geometry - Helen Leroux and Sara Santos [MT216 pp16-19]
- Unique squares - Deepthi Raghavan [MT193 pp18-18]
- Update - ATM's Professional Officer [MT179 pp14-14]
- Update - ATM's Professional Officer [MT180 pp27-27]
- Up-side down grids? - Rosemary Hafeez [MT188 pp17-18]
- Using assessment for effective learning - Clare Lee [MT175 pp40-43]
- Using concept cartoons - John Dabell [MT209 pp34-36]
- Using dialogue - Rachel New [MT185 pp03-05]
- Using geometric images of number to teach mental addition and subtraction - Peter Lacey [MT163 pp31-35]
- Using Grid Algebra - Mary Lugalia [MT214 pp39-39]
- Using ICT to teach mathematics - Claire Palmer [MT185 pp09-11]
- Using moving images with Year 2 - Geoff Faux [MT205 pp30-30]
- Using posters - Jonny Griffiths [MT214 pp24-25]
- Using structured apparatus - Dorothy Latham [MT204 pp27-31]
- Variation and mathematical structure - Anne Watson and John Mason [MT194 pp03-05]
- Vectors and the pantograph - Benjamin Baumslag [MT217 pp41-41]
- Virtual mathematics - Jim Smith [MT166 pp14-15]
- Visualising again - Hasan Unal [MT217 pp32-32]
- Visualising combinations - Louise Ordman [MT207 pp31-33]
- Visualising geometry - Barbara Ball and Derek Ball [MT205 pp04-05]
- Visualising series - Hasan Unal [MT208 pp10-12]
- Volume proofs without calculus - Burkard Polster [MT204 pp12-13]
- Vygotsky and assessment for learning - Chris Carter [MT192 pp09-11]
- Warning - John Dabell [MT201 pp26-26]
- Watching the teacher at work - Laurinda Brown and Alf Coles [MT214 pp46-47]
- Wax on, wax off - Aidan Harrington [MT189 pp26-27]
- We count as well! - Janet Rees [MT182 pp10-12]
- We learn by following our noses - Alastair McLeod [MT173 pp36-36]
- Weaving polyhedra - Katrina MacKernan and Jon MacKernan [MT173 pp39-42]
- Web News [MT199 pp45-45]
- Webwatch - Barbara Ball [MT198 pp30-31]
- Webwatch - Bryan Dye [MT202 pp23-23]
- Webwatch - David Harris [MT199 pp32-33]
- Webwatch - Donna Kotsopoulos [MT203 pp44-45]
- Webwatch - Geoff Faux [MT206 pp30-31]
- Webwatch - Jenni and Jon Ingram [MT213 pp23-23]
- Webwatch - Joanne Walpole [MT197 pp32-32]
- Webwatch - Joanne Walpole [MT201 pp36-37]
- Webwatch - Oliver Bowles [MT208 pp22-22]
- Webwatch - Oliver Bowles [MT211 pp30-31]
- Webwatch - Peter Hall [MT207 pp22-22]
- Webwatch - Peter Shatwell [MT204 pp44-45]
- Webwatch - Rebecca Teasdale [MT209 pp16-17]
- Webwatch - Stella Dudzic [MT210 pp32-33]
- Webwatch [MT194 pp47-47]
- Webwatch [MT195 pp32-32]
- Webwatch [MT205 pp12-12]
- Welcome - Helen Williams [MT193 pp03-03]
- Welcome to the Engaging Mathematics Project - Sue Pope [MT216 pp03-03]
- What are the big ideas in mathematics? - Geoff Faux [MT163 pp12-18]
- What did you do in the holidays? - Sue Pope [MT167 pp11-11]
- What do you do when you don't know what to do? - Peter Pool [MT182 pp42-44]
- What does it say to you? - Sarah Holmes [MT186 pp14-17]
- What I don't get about play is... - Siobhan Skeffington [MT185 pp40-41]
- What is a fraction divided by another fraction? - Swee Fong Ng [MT165 pp28-29]
- What is mathematical thinking? - Barbara Ball [MT181 pp17-19]
- What makes a rich task? - Pete Griffin [MT212 pp32-34]
- What mathematics is really about - James Robinson [MT195 pp39-41]
- What root do you want to take? - Derek Ball [MT211 pp12-13]
- What to do in bed - Derek Ball [MT216 pp15-15]
- What was in your head when you were thinking of that? - Chris Bills [MT168 pp39-41]
- Whatever happened to ICT? - Jeremy Richardson [MT165 pp21-21]
- What's basic in mathematics? - Thomas O'Brien and Ann Moss [MT202 pp26-27]
- What's this algebra thing, sir? - Robin Stewart [MT171 pp20-21]
- When does the millennium really begin? - Jon MacKernan [MT169 pp36-38]
- When numbers had personalities - James Robinson [MT185 pp19-21]
- Where did it all start? - David Cain [MT193 pp16-18]
- Which equals . . .? - Beth Foster [MT178 pp14-16]
- Who is doing the thinking? - Ken Saunders [MT181 pp30-31]
- Who needs to know what? - John Mason [MT184 pp30-32]
- Who wants proof? - Derek Ball [MT179 pp38-40]
- Whose lesson am I teaching? - Margaret Sangster [MT190 pp12-13]
- Whose words? - Richard Barwell [MT178 pp34-36]
- Why AS use of mathematics? - Su Nicholson [MT192 pp12-14]
- Why does -1x-1=1? - Andrew Durdy [MT179 pp15-15]
- Why play I-Spy when you can do mathematics? - Robert Andrews and Paul Andrews [MT201 pp42-44]
- Why teach mental mathematics? - Anne Corfield [MT166 pp23-26]
- Why workings? - Nevil Hopley [MT198 pp46-46]
- Why would anyone want to do that? - Mike Askew [MT195 pp10-11]
- Wicked Waste - Mark Yoxon [MT179 pp32-34]
- Wizarding Maths - Mary Briggs, Jane Daniell, Jane Farncombe, Nicky Lenton and Alan Stonehouse [MT180 pp23-27]
- Woodworking and mathematics - Alan Parr [MT198 pp03-06]
- Word meanings - Daria Shields, Cinda Findlan and Cyndy Portman [MT190 pp37-39]
- Words About... [MT176 pp48-48]
- Words into mathematics - Jaiwant Timotheus [MT178 pp42-44]
- Words with - Su Strange [MT180 pp48-48]
- Words with Jo Hunt - ATM [MT174 pp48-48]
- Words with... - Barbara Ball [MT178 pp48-48]
- Words with... - Jill Faux [MT177 pp48-48]
- Words with... - Phil Boorman [MT193 pp42-45]
- Words with: Phil Clegg [MT179 pp48-48]
- Work in progress - Linda Tetlow [MT216 pp32-35]
- Working Group Report: Teaching and Learning Undergraduate Mathematics - Gill Hatch [MT182 pp13-13]
- Working on word problems - Richard Barwell [MT185 pp06-08]
- Working with a Nicolet film - Alf Coles and Geoff Faux [MT177 pp08-09]
- Working with Paul - June Thomas [MT199 pp22-23]
- Working With Year 6 - Peter Hall [MT196 pp28-29]
- Workshop jottings - Corinne Angier [MT213 pp38-39]
- Year 7 algebra - Sarah Mitchell [MT199 pp06-07]
- Year 7 numeracy starters - Kate Collison [MT185 pp26-27]
- Yes, but can they solve right-angled triangles? - John Hancock [MT205 pp39-41]
- You don't know what N is - Laurinda Brown and Alf Coles [MT168 pp12-13]
- You haven't seen it all before! - Jennifer Bush [MT183 pp40-41]
- Young children counting at home - Rose Griffiths [MT203 pp24-26]
- Young children exploring early calculation - Elizabeth Carruthers and Maulfry Worthington [MT187 pp30-34]
