Materials available for review

We frequently receive requests for items to be reviewed.

The following items have been submitted by their creators who have asked that we review the material.

It is normally the case that, in the case of tangible materials, the reviewer is permitted to keep the material for their own use once reviewed.

How do you get to review the material?

Look through the list below, make a note of the reference number, and complete the form at the foot of the page. We will then send you the details of the person you need to contact to get the materials for review.

Please note: this is a commitment to review. If you receive material to review and then without good reason do not submit the review, is considered very bad practice and would reflect badly on ATM.

Important Note

Just because we list something here to allow potential reviwqers to select something to review, it deos notmean in any way that ATM considers ‘worthy’ of review nor does it imply any endorsement. It is a raw list of requests as they are received.

We are as likely to publish a critical (as in unfavourable) review as we are a favourable review.

Items may be removed if not picked up for review after a reasonable period of time and at our complete discretion.

Select an item, complete the form

Books

A Story of Natural Numbers by David Demant • KS1/2
Variety in Mathematics Classrooms by Colin Foster from ATM • KS3-4
Functioning Mathematically by Barbara Ball, Derek Ball, Mike Ollerton from ATM • KS3-4
50 Mathematical Ideas you really need to know by Tony Crilly • KS3-FE/HE
Match Wits with the Kids: A Little Learning for All the Family • Written by Jonathan Green, a primary school teacher for 13 years; designed to support and offer real curriculum-based knowledge to teachers and teachers who feel that their maths ability may not be quite up to scratch • KS1/2
The Dyscalculia Toolkit by Ronit Bird • More info • KS1/2

Software

The Number Gym v2.5 by Melvyn Rust and Ian Sugarman • Recent winner of the Pirelli Award for the Communication of Mathematics • KS1-3
Teach GCSE Maths: Volume 2: Data Handling • Powerpoint presentations covering GCSE Data Handling for use with Whiteboards, data projectors or for revision • KS3
Yenka 3D Shapes: • a modelling tool for experimenting with 3D geometry, including volumes, nets and plans and elevations • KS2-HE
Yenka Statistics: • Yenka Statistics is a new piece of modelling software that lets teachers and pupils experiment with statistics and probability • KS3-HE

Equipment

We are compiling this list at the moment.

Websites

Espresso Education: Clipbank • “Clipbank is a library of video content with functionality that saves teachers time and improves learning. It claims to provide a perfect resource to integrate ICT into teaching across secondary subjects.” KS3/4
MathsNet A-Level Plus • Over 3400 pages of A-Level maths content ranging from illustrations and explanations to fully-worked exam questions.
TUTPUP • This is a free series of maths and spelling games where kids compete one-on-one • KS1 & KS2

Want to review something from the list?

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Guidance notes

Reviews must in some sensible way be connected with materials relevant to mathematics learning and teaching.

Reviews should reflect the aims and principles of ATM when making judgements of the worth of the materials being reviewed.

Reviews should, whenever possible, reflect some actual use of thematerials in a learning and teaching context.

Reviews do not have to be favourable if in your professional judgement the material does not warrant it.

Reviews should not give the impression of any endorsement by ATM, rather they should reflect an honest and realistic appraisal.

Reviews written by young people using the materials are welcomed.

Informative photographs of the materials in use are always useful.

Reviews should not have been published previously, elsewhere.

We reserve the inalienable right to reject reviews of materials that are counter to the general principles of ATM.

Reviews do not have to be long, in fact short and pithy is often better.

While we would expect a reasonable standard in use of language, we do not expect busy education professionals to have finely-honed prose.