Having a vision of mathematics, of what is possible in the way of appreciating and comprehending mathematics (distinct from simply gaining facility with arithmetic), is surely an important part of teaching people to think mathematically. One important aspect of mathematical vision is being aware of ubiquitous themes, and one theme that has been impressing itself […]

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As I travel far and wide, training and talking to teachers, common questions occur… How can we improve the mathematical reasoning skills of our pupils and how can we support them as well as gather evidence for it? To address these questions, firstly, we need to understand what mathematical reasoning is and understand why it […]

Read moreIsn’t it amazing how quickly and easily adolescents can learn the words of a song, and yet they struggle to remember mathematical formulae? Memory in mathematics is quite peculiar. In common with learning the words of a song, once you get started, it can be surprising how much comes back, but, as with songs, it […]

Read moreSo often in our work with teachers, we are asked what equipment we would recommend using with children and how we would use it. As a response to these questions we have put together some resources to help teachers develop children’s number sense. This was made possible by funding from the Nuffield Foundation which gave […]

Read moreEveryone 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‘The Singapore Approach: Raising the Bar in Mathematics’ was the theme explored at Oxford University Press’s International Maths Forum. In this session from the conference, internationally renowned expert Cassy Turner explores the practical considerations for senior leaders when implementing the Singapore Approach across a whole school. Browse our selection of free resources and videos from […]

Read moreIn 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 […]

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