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Mathematics Teaching - Issue 160 (Sep 1997) PDF

Mathematics Teaching - Issue 160 (Sep 1997) PDF

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Mathematics Teaching 160 01/09/1997

Editorial by Barbara Ball 

Learning to tap-dance, I needed the support of the teacher and the rest of the class to keep me in step and to remind me of the correct movements. On my own I merely practised incorrect movements and my efforts were counter-productive. I could also hide my mistakes when I danced with the rest of the class.

Seeing is believing by Margaret Jones 

Nowhere in the National Curriculum for ITT can I find any reference to attitudes or good work habits.

Mental mathematics introduction by ATM 

Mental mathematics is the totality of algebraic, geometric, logical and symbolic manipulation that can be carried out in the head.

Mental methods of computation by Mike Askew 

Strategies that are successful include insisting that nobodY puts a hand up until the teacher gives the signal and silently counting to five or ten before giving the signal or insisting that everybody keeps as still as possible, that not even by raising an eyebrow should anyone indicate that they think they have the answer.

Some notes on mental mathematics by David Fielker

Seeing the calculation written down is easier on the memory, but the arrangement of the writing can affect your method of calculation.

Effective exercise by Emma Brown 

A programme of regular exercise for pupils in school, so that they become increasingly skilful and flexible at doing maths in their heads.

Recall or strategies? by Meindert Beishuizen 

Dealing with numbers in a holistic way makes numbers and number operations more meaningful than carrying out the standard tens and units algorithms.

Soroban by Tandi Clausen-May 

The soroban is a type of abacus, with beads which can be moved up and down on a frame of rods.It comes from Japan.

Mental mathematics tests by Annie Gammon 

I have therefore tended not to use mental tests except where there is a need to prepare for external assessments of a similar type. Instead, preferring that they work on tasks where students can learn and achieve successfully.

Mental arithmetic poster by ATM

Try them out on your friends. Ask them to explain what they did.

Exploring mental arithmetic by Kevin Holloway 

They are actually focusing the teaching and learning going on in the classroom rather than leaving the children to make what sense they can of sets of commercial materials.

An anecdote by Declan O'Reilly 

his child had a very good understanding of the concept of multiplication, regardless of his ignorance of the standard algorithm for that operation.

SCAA mental arithmetic tests by Davina Jones

In February of this year SCAA circulated the sample materials for the7 pilot tests in mental arithmetic. Davina's evaluation is based on these materials.

ATM Easter conference by ATM 

Snapshot.

Believing is seeing by Phil Boorman 

At the end of that lesson the Head of Dept said You don't need to do any more

Letters by Gertrud Walton; Dick Tahta; Nick Connolly; Joan Stephens 

The danger of the abuse of mathematics as an instrument of mystification.

Reviews by ATM

Fermat's Last Theorem; Passport to planning the mathematics scheme of work (KS2); Tracking significant achievement in primary mathematics.

Personal View by David Rooke 

We need to 'let go' more and create an ethos which supports and values the development of independent thinking though an increased emphasis on discussing and developing children's own mental methods.

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