Everyone is immersed in algebra because algebra is the expression and manipulation of generality. Whenever a generality is present, algebra is present too; wherever a generality is manipulated or varied, algebra is taking place. Whenever you purchase something, you are immersed in algebra. As a customer, you are interested in the final price, whereas the […]

Read more# Author: Oxford Maths

In my last blog I set a task, which was to find out and explain what happens in this situation: Given a set of consecutive natural numbers from 1 to 2n, choose any n of them. Arrange these n numbers in ascending order. Next to them, in one-to-one correspondence, arrange the remaining numbers in descending […]

Read moreOn meeting someone new and them discovering that my work revolves around a love of maths, here is an example of a common conversation that will then ensue: Person: I never did understand any maths at school. Me: Do you know the answer to 25 + 20? Person: Yes, of course, that is 45. Me: […]

Read moreEuclid knew that using similar diagrams over and over again, each time looking at them in a different way, was a powerful way to see mathematics as a connected whole. Euclid used similar diagrams several times throughout his Book 2 and Book 13 to provide visual reasoning contexts for relationships between segment lengths on straight […]

Read moreNationally, 70% of Yr 7s achieved the ‘expected standard’ in KS2 Maths SATs tests. This ‘expected standard’ was decided by a panel of teachers looking at the scores from completed test papers and comparing them to the national curriculum, as well as by the testing agency. Perhaps eventually there will be more detailed information about […]

Read moreI presented some visual approaches in an earlier blog called ‘Finding Nemo’ and I am now going to elaborate one of the ideas to show the value of looking at a mathematical structure in different ways. Each of these needs learners to ‘see’ the diagram or expression in one way, and then in another way. […]

Read more‘Practice makes perfect’ is a commonplace phrase, but like most commonplace phrases, it is an over simplification. Certainly an expert has to put in lots and lots of practice, but the psychology of successful exercising involves a particular flow of energy. The mathematics has, in some way, to inspire the learner to want to practice. […]

Read moreCoordinate grids can provide a quick and easy way to draw shapes with a class, as a starter or a general activity. Drawing and labelling axes is a necessary skill, but if it is not the main point of the lesson then it can be sidestepped by providing pre-drawn grids with axes. If the results need […]

Read moreSome people are fantastic at estimating measures, well certain measures. I could estimate someone’s height in metres and centimetres and I would be equally happy to use feet and inches. I suspect the generation above me would prefer to use imperial units on the whole, and the generation below me seem able to do a […]

Read moreI have been thinking about negative integers and wondering how anyone I taught ever managed to understand them. Many did, but when I am asked, by KS2 and KS3 teachers, ‘Is there a good task for discovering the rules of negative numbers?’, I find it impossible to answer. There seem to be a few popular […]

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