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Resources tagged with Pedagogy similar to Roasting Old Chestnuts:

Other tags that relate to Roasting Old Chestnuts

Pedagogy. biology. Problem solving. Mathematical Thinking. Mathematical reasoning & proof. Enrichment. Assessment. Questioning. Able learners. Rich Tasks.

There are 44 results

Roasting Old Chestnuts

Stage: 3 and 4

Mainly for teachers. A discussion and examples of some of the school mathematics of yesteryear.

More Old Chestnuts

Stage: 3 and 4

Mainly for teachers. More school mathematics of yesteryear.

Teachers Using NRICH 3

Stage: 3 and 4

Sharon Walter, an NRICH teacher fellow, talks about her experiences of trying to embed NRICH tasks into her everyday practice.

Teachers Using NRICH 1

Stage: 3 and 4

Peter Hall was one of four NRICH Teacher Fellows who worked on embedding NRICH materials into their teaching. In this article, he writes about his experiences of working with students at Key. . . .

Teacher Inspiration Days

Stage: 3, 4 and 5 Challenge Level:

Three free teacher Inspiration Days in Cambridge. Three professional development days available for Secondary Teachers.

Creativity in the mathematics classroom is not just about what pupils do but also what we do as teachers. If we are thinking creatively about the mathematical experiences we offer our pupils we can. . . .

Optimising Input - Maximising Output

Stage: 3, 4 and 5

A group of teachers involved in embedding NRICH tasks into their everyday practice decided they needed to address the (im)balance between teacher and student activity in their classrooms. In. . . .

Teachers Using NRICH 2

Stage: 3 and 4

Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.

Teaching Suggestions for Rich Tasks

Stage: 3, 4 and 5

This gives a standard set of questions and tips for running rich tasks in the classroom.

Co-operative Problem Solving: Pieces of the Puzzle Approach

Stage: 1, 2, 3 and 4

The content of this article is largely drawn from an Australian publication by Peter Gould that has been a source of many successful mathematics lessons for both children and student-teachers. It. . . .

MEI 2005

Stage: 1, 2, 3, 4 and 5

Presentation given at the MEI conference in Reading 2005

Crossing Bridges

Stage: 1, 2, 3, 4 and 5 Challenge Level:

An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007

Assessing Pupil Progress (APP) and NRICH Resources

Stage: 1, 2, 3, 4 and 5

In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.

Closing the Learning and Teaching Gap

Stage: 1, 2, 3 and 4

This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.

Gifted and Talented Learners

Stage: 3, 4 and 5 Challenge Level:

Activities and material for teachers.

Using Rich Tasks for the First Time

Stage: 2, 3, 4 and 5

The teachers involved in the Engaging Mathematics Projectwanted to embed rich tasks from the NRICH website into their curriculum for all KS3 and KS4 students. In this article, the teachers share. . . .

Using Rich Tasks in an Objective Led Culture

Stage: 2, 3 and 4

As teachers, we appreciate the need to have clear objectives at the start of lessons but have been aware of the limitations this sometimes seems to place on our ability to get the most out of using. . . .

Changing Perceptions

Stage: 3 and 4

A group of teachers involved in embedding NRICH tasks into their everyday practice were keen to challenge common perceptions of mathematics and of teaching and learning mathematics. In this article,. . . .

Enriching Patterns

Stage: 1, 2, 3 and 4

Following on from a workshop at an MA Easter conference, Jennifer and Jenni talked about the way in which the website is made more accessible to teachers who want to plan threads of. . . .

Rich Tasks and Contexts

Stage: 1, 2, 3, 4 and 5

What are rich tasks and contexts and why do they matter?

Working Effectively with All Learners

Stage: 1, 2, 3, 4 and 5 Challenge Level:

Some questions and prompts to encourage discussion about what experiences you want to give your pupils to help them reach their full potential in mathematics.

A Problem Is a Problem for All That

Stage: 2, 3 and 4

In this article, Jennifer Piggott talks about just a few of the problems with problems that make them such a rich source of mathematics and approaches to learning mathematics.

What's All the Talking About?

Stage: 1, 2, 3 and 4

This fascinating article delves into the world of talk in the classroom and explains how an understanding of talking can really improve the learning of mathematics.

Dominant Intelligences

Stage: 1, 2, 3 and 4

The second in a series, this article looks at the possible opportunities for children who operate from different intelligences to be involved in "typical" maths problems.

Euclid? No, but Carol, Yes

Stage: 4

For teachers. About the teaching of geometry with some examples from school geometry of long ago.

Enriching Classrooms, Inspiring Learning

Stage: 3 and 4

Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.

Enriching Networks, Inspiring Teachers

Stage: 3 and 4

Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.

Two Heads Are Better Than One

Stage: 1, 2 and 3

An article that reminds us about the value and importance of communication in the mathematics classroom.

Engaging Students, Developing Confidence, Promoting Independence

Stage: 1, 2, 3, 4 and 5

Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.

A Japanese Mathematics Lesson

Stage: 1, 2 and 3

Jenni Way describes her visit to a Japanese mathematics classroom.

Logic, and How it Should Influence Our Teaching

Stage: 1, 2, 3 and 4

Providing opportunities for children to participate in group narrative in our classrooms is vital. Their contrasting views lead to a high level of revision and improvement, and through this process. . . .

Stacks of Maths!

Stage: 1, 2 and 3

In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.

What’s Inside/outside/under the Box?

Stage: 2 and 3

This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.

Teaching Fractions with Understanding: Part-whole Concept

Stage: 1, 2 and 3

Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.

Generating Number Patterns: an Email Conversation Amongst

Stage: 2, 3 and 4

This article for teachers describes the exchanges on an email talk list about ideas for an investigation which has the sum of the squares as its solution.

Outside the Box

Stage: 2 and 3

This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.

Angle Measurement: an Opportunity for Equity

Stage: 3 and 4

Suggestions for worthwhile mathematical activity on the subject of angle measurement for all pupils.

Using Games in the Classroom

Stage: 2, 3 and 4

Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.

Maths in the Victorian Classroom

Stage: 2 and 3

What was it like to learn maths at school in the Victorian period? We visited the British Schools Museum in Hitchin to find out.

Roasting Old Chestnuts 3

Stage: 3 and 4

Mainly for teachers. More mathematics of yesteryear.

Interacting with the Geometry of the Circle

Stage: 1, 2, 3 and 4

Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.

Breaking the Equation ' Empirical Argument = Proof '

Stage: 2, 3, 4 and 5

This article stems from research on the teaching of proof and offers guidance on how to move learners from focussing on experimental arguments to mathematical arguments and deductive reasoning.