Mathematics Teaching 181 - December 2002
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Special issue: Mathematical thinking
Mathematical thinking? - Andrea PittBuy MT1810305 for £3
I have been trying to decide what mathematical thinking is and how I would recognise it in my classroom.
9 can be even and odd - Carol Aljets
In first grade (6- to 8-years-old) a great deal of time is focused on developing number sense and recognising mathematical patterns.
The goals of mathematical education: part one - George Polya
At a time when university mathematicians are making important decisions about the school mathematics curriculum, perhaps it is appropriate to hear from Professor George Polya: What do people generally think is the aim of the schools?
The goals of mathematical education: part two - George PolyaBuy MT1814244 for £3
If teaching were a science there would be a best way of teaching and everyone would have to teach like that.
Estimating: extracts from an E-mail conversation
When are we going to do something about the notion that we should teach children to estimate before they do a calculation?
Encouraging all learners to think - Liz Bills, Penny Latham and Helen Williams
The authors believe that the way to promote mathematical thinking is by effective questioning.
What is mathematical thinking? - Barbara Ball
Your job as teachers is a crucial one: as Polya said, you have a choice between killing your pupils’ interest and giving them a taste for independent thinking.
Attitude is everything - Zoë Rhydderch-EvansBuy MT1812023 for £3
A positive and realistic attitude to the subject would be the best gift we could offer to our young and emergent mathematicians.
Geometry: An urgent case for treatment - Peter ShannonBuy MT1812629 for £3
There is less geometry being taught in schools than at any time since the Middle Ages.
Who is doing the thinking? - Ken SaundersBuy MT1813031 for £3
Get a piece of wood and a pen and write numbers. Then get a pencil and make little marks; straight ones, and when you've done five, make another big one.
Always, sometimes or never true? - Malcolm SwanBuy MT1813233 for £3
I invited participants to work in groups to try to decide whether they are always, sometimes or never true.
Mathematics as thinking - Nick PrattBuy MT1813437 for £3
"That's fascinating, but what I want you to see is..." If you have ever found yourself saying these words then it is likely that you may be stuck between a rock and a hard place.
Curricular opportunity and the statistics of lines - Paul Andrews and Heather Massey
Data, unless collected within a meaningful context and then analysed purposefully, is not worth collecting.
Centre feature
Problem Pictures - Richard Phillips
Regular Features
Reflections - Adrian Pinel
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