Doing & Undoing

Do you have any learners who finish their work quickly and then make a nuisance of themselves disturbing others who have not completed the work? Do you have disaffected or disengaged learners in your classes? Do you have learners who are unmotivated mathematically? One way to address both of these situations is to challenge learners […]

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Being Mathematical in Public

What do learners think mathematics is actually about? Their opinion is likely to be developed from the sorts of tasks they are given to do in lessons: getting well known answers to collections of tasks assigned by teachers. Do they ever see someone thinking mathematically – and realise that that is what is happening? Are […]

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Character Counting

A little while ago one of my students told me an interesting fact: he claimed that four is the only number where the number of letters in its name is equal to the number itself.  This then clearly sparked something in one of my other students as the following lesson she disputed this fact, and […]

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Finding Nemo and Dissection

I attended both conferences over Easter, ATM and MA.  As OUP was sponsoring the MA conference it was well attended by authors and publishing people. A major theme among secondary teachers in informal discussions at both conferences is whether and how the requirements for problem-solving at GCSE will affect teaching throughout secondary. Another major theme […]

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Chicken or Egg?

This week’s blog is about my efforts to think through the place of problem-solving in teaching, and in relation to the development of conceptual understanding and knowledge of techniques. When the introductory blurb to the national curriculum was written, the first draft put the aims in this order: Fluency Problem-solving Reasoning To us – the […]

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