Lesson Study in Japan is a model of teacher-led research in which a group of teachers collaborate to target a particular area for development in their students’ learning. Based on their prior teaching, the group of teachers work together to research, plan, teach and observe a series of lessons, using ongoing discussion, reflection and expert […]
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Andy Chandler-Grevatt Back to School. The end of the summer break and the new term. New students, new timetable, new you? What will you do differently this school year? An often neglected part of our ambitions, planning and targets is looking after ourselves. How are you going to look after yourself this year? Teachers are […]
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Professor Chris Kyriacou I have spent more than 30 years teaching about and doing research on what constitutes ‘effective’ teaching. Over the years I have become more and more convinced that the key to being a successful teacher, both in terms of the quality of learning you promote, and in terms of maintaining your own […]
Read moreConsistent use of images supports the understanding of mathematical structures. The outstanding examples of this in mathematics have become ‘canonical’, that is part of the mathematical canon. At school level these canonical images are: number line; function graphs (thankyou Descartes); 2-dimensional combination grids (thankyou Omar Khayyam and Cayley); Venn diagrams (thankyou Cantor and Charles Dodgson). […]
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I have been floating the idea of treating key mathematics ideas as handrails for teachers and students. Recently several positive comments about this perspective have floated back to me, so I am sharing the idea with you. In mathematics, teaching key ideas could be handrails. Handrails can be held, used as guides or supports, or […]
Read morePreparing students for the new A-level exams The first cohorts for the new linear Maths A-Level exams are well over halfway through, so our attention is now turning to how best to prepare for the upcoming exams. I’d like to reflect on some of the changes in A-level Maths that I think we should all […]
Read moreFrom last year’s headline figures and the increasing grade boundaries it seems that most pupils are being prepared well for the new(ish) 9–1 Maths GCSE. A benefit of the course is that it provides welcome additional challenge for the most able pupils, preparing them better for future study. However, some teachers are concerned about how […]
Read moreCongratulations on surviving your first term in teaching! Now that you’re into Term 2, and are getting used to proceedings, here are three suggestions that have always served me well in my teaching: Don’t plan lessons That was a little misleading, of course you need to plan lessons. But, as you may already be realising, […]
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When Euclid wrote about ratios of lengths and areas and similarity, without algebra, theorems were dependent on spatial representations. Five diagrams, all related to each other, appear in his text in various places, so I designed a ‘Match the theorem’ task in the manner of Malcolm Swan’s tasks. There isn’t a one-to-one correspondence and you […]
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I thought I’d write today about the framework of Singapore’s School Mathematics Curriculum. The framework is captured in a well-known diagram that I’ve attached above, and it provoked a lot of interest among teachers when I was last in the UK in November. This was great to see, because this diagram really is at the […]
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