In this article for teachers, Alan Parr looks at ways that
mathematics teaching and learning can start from the useful and
interesting things can we do with the subject, including modelling
John Mason describes the thinking behind this month's tasks.
This article describes the scope for practical exploration of tessellations both in and out of the classroom. It seems a golden opportunity to link art with maths, allowing the creative side of your children to take over.
In this article for teachers, Bernard gives an example of taking an
initial activity and getting questions going that lead to other
How can teachers stimulate and engage highly able mathematicians in school
How and why should we identify Exceptionally Mathematically Able children? What do they say and do that leads us to know that they are exceptional?
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.
This article for primary teachers outlines how using counters can support mathematical teaching and learning.
The first of two articles for teachers explaining how to include talk in maths presentations.
The second of two articles explaining how to include talk in maths
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
These games use ten-frames to develop children's 'sense of ten'.
This second article in the series refers to research about levels
of development of spatial thinking and the possible influence of
This is the first article in a series which aim to provide some insight into the way spatial thinking develops in children, and draw on a range of reported research. The focus of this article is the work of Piaget and Inhelder.
This article looks at levels of geometric thinking and the types of
activities required to develop this thinking.
How can we as teachers begin to introduce 3D ideas to young
children? Where do they start? How can we lay the foundations for a
later enthusiasm for working in three dimensions?
This article, the first in a series, discusses mathematical-logical
intelligence as described by Howard Gardner.
This article is based on some of the ideas that emerged during the production of a book which takes visualising as its focus. We began to identify problems which helped us to take a structured view of the purposes and skills of visualising.