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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Consistent 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 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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