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The e-newsletter from the Association of Teachers of Mathematics You have asked to receive this eNews - it isn’t spam. See the bottom of this eNews for how to remove your address from the list. Some email programmes may not display this eNews as it was originally designed - please click here to see it in its full glory.
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NEW: Rich Task Maths 1 and 2These two books contain a collection of mathematical tasks based on the successful Task Maths series. The tasks help the learner to develop and extend knowledge and understanding while working on accessible and engaging tasks.
Both books include an accompanying CD containing an interactive colour version on the book for use in the classroom and well as spreadsheet files. Book 1 is written for learners in Year 5-8 (KS2 and KS3) Book 2 is written for learners in Years 9-11 (KS3) |
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NEW: First AND More Challenge ActivitiesThere are now THREE publications in this series: First Challenge Activities, Challenge Activities and More Challenge Activities. First Challenge ActivitiesA set of 10 photocopiable activities that are intended to be used by pairs of learners working together to encourage mathematical discussion. The pack is designed for years 3 and 4 but can also be used by older groups. The activities have extra pieces which can be cut from the equipments sheets and offers the user the opportunity to try out possible solutions. Activities include Making Shapes, Eight pairs of numbers, Tile the square plus many others. First Challenge Activities (print) First Challenge Activities (instant PDF download) Challenge ActivitiesA set of 10 photocopiable Challenge Activities originally designed for Years 6 and 7 to bridge the gap between primary and secondary approaches. The activities are intended to be used by pairs of learners working together to encourage mathematical discussion. Most have extra pieces which can be cut out from equipment sheets provided. Positioning the extra pieces helps to foster thinking and enables learners to try out possible solutions without affecting the final result. The activities have wide potential as starter activities or break-the-ice puzzles, and can be used by older students including adult numeracy groups. Challenge Activities (instant PDF download) More Challenge ActivitiesA set of 10 photocopiable activities that are intended to be used by pairs of learners working together to encourage mathematical discussion. The pack is designed for years 5 and 6 but can also be used by older and younger groups according to ability. The activities have extra pieces which can be cut from the equipments sheets and offers the user the opportunity to try out possible solutions. Activities includes Build and Tower, Triangle allsorts, Ordering numbered cards plus many more. |
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Mathematics Teaching 222 - May 2011 - Now available onlineIn this issue we have several articles that focus directly on events in real classrooms. Teachers say that they would gladly teach a day in the classroom if at the end of the day they could leave and have no marking. RISP: The odd-one-out - Jonny Griffiths For each triplet, think of ways in which each member could be the odd-one-out. The crutch: is it a notation too far? - Ho Kyoung and Chen Lu Pien Some symbolic representations used by teachers to record distributions and how these symbols can pose learning difficulties. Consecutive numbers - Bernard Bagnall I wrote Consecutive Numbers and have used it with both youngsters and adults. Too many straws - Tobias Eveleigh When a child begins primary school in Uganda they must bring: four exercise books; one toilet roll; and straws held together by an elastic band. One step on a new journey - Salima Shahzad Arwani We should give students the opportunity to express their thinking and strategies in their first language. In the know about money - Valerie Quashie and Hannah Golamgouse-Toraub Students had to imagine that they were working for a holiday company. Can we create a chain of spheres touching each other and the three fixed spheres? Surprisingly, yes. Two men with a problem - Paul Stephenson Paul Stephenson presents two more interesting problems. We have some ideas about what to put in place of Hypothesis 3. But, being retired, it will be a case of finding the time to do it. A branch meeting in Avon - Kathryn Vaughan and Alf Coles As I began to reconsider what the activity might be offering, my attention was abruptly taken by the slightly raised voices behind me. From work-and-walk-by to sherpa-at-work - Paul Drijvers Paul Drijvers considers teaching practices in mathematics lessons with computers. News from the web - Marten Gallagher Our Web Editor describes the new reviews system on the ATM website. The volume of a doughnut - Martin Griffiths It is fairly safe to assume that most of your students will at least know what ring doughnuts are. The referendum on PR - Thomas Colignatus Voting systems and classroom mathematics. Splurge diagrams - Kevin Young Kevin Young shares a technique that lays out the possibilities for a topic. Simply symmetric - Michael de Villiers High school textbooks tend to lack symmetry. Photocopiable thought-provoker from a long-standing member of ATM. Small is beautiful after all! - Colin Foster Colin Foster describes how larger graphs are not necessarily more accurate. Robin Stewart obituary - Helen Williams His was a path less trodden, dark in the undergrowth yet all the more illumined for his passing there. The Euler Line - Peter Mitchell An extension exercise based on the elementary geometrical constructions in the National Curriculum. |
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National Curriculum Review - The ATM Response“Rt Hon Michael Gove MP, Secretary of State for Education, announced a review of the primary and secondary National Curriculum in England. The National Curriculum was originally intended as a guide for study in key subjects which would give parents and teachers confidence that students were acquiring the knowledge necessary at every level of study to make appropriate progress. As it has developed, the National Curriculum has come to cover more subjects, prescribe more outcomes and take up more school time than originally intended.” — Rt Hon Michael Gove MP Some members of the ATM General Council recently attended two meetings where the changes to the National Curriculum for England were discussed. We are agreed that it is imperative that ATM responds to the call for evidence. Serious Implications There are some serious implications for mathematics teaching and it is causing great concern that teachers and headteachers are not aware of the implications and do not realise how significant the proposals might be. As a subject association we have compiled and submitted a response. We have liaised with other maths associations to present a unified approach and have included research evidence. |
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