Mind Your Language

If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart. (N.Mandela) Our children’s world revolves around using huge amounts of highly advanced accessible technology. Surrounded by computers and social media, children “chat” more than ever, but spend less […]

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What do students know about functions?

First, a bit of theory about learning.  In 1980, Shlomo Vinner, an Israeli mathematics educator, coined the terms ‘concept image’ and ‘concept definition’ to highlight the difference between what students actually know about a concept and the formal meaning of the concept. David Tall, an English mathematician and educator, is credited with promulgating the term […]

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A different view? The purpose of geography – an analysis of the Geographical Association’s manifesto

I am currently completing a part-time Masters degree in Geography Education at the Institute of Education, UCL. The module I am currently studying is entitled ‘What is Education’ and asks students to consider the ‘big questions’ of what education is for, both now and in the future. Whilst the assignment does not need to be subject-specific, my […]

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Curriculum Changes in Wales

As Heraclitus said: ‘The only thing that is constant is change.’ And that’s certainly an accurate description of the education landscape in Wales. Whilst teachers in England have been dealing with the issues surrounding SATs and a new knowledge based curriculum, teachers in Wales have had curriculum change after curriculum change introduced, and the biggest […]

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researchED: evidence-informed curriculum development

The University of York Science Education Group (UYSEG)  is at the beginning of a new project to develop a course for teaching science at 11-14. The Best Evidence Science Teaching project began by asking science teachers what for them were the key issues about teaching science 11-14. We will be using the best research evidence available to address those issues. I’ll be discussing this […]

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