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Resources tagged with Mathematical Thinking similar to Euclid? No, but Carol, Yes:

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Euclid? No, but Carol, Yes

Stage: 4

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

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What Is a Mathematically Rich Task?

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

Here we describe the essence of a 'rich' mathematical task

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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. . . .

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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.

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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. . . .

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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.

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Seven Core Tips for Effective Studying

Stage: 4 and 5

7 core tips for effective studying

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Using Questioning to Stimulate Mathematical Thinking

Stage: 1, 2 and 3

Good questioning techniques have long being regarded as a fundamental tool of effective teachers. This article for teachers looks at different categories of questions that can promote mathematical. . . .

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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.

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Thinking about Different Ways of Thinking

Stage: 1, 2, 3 and 4

This article, the first in a series, discusses mathematical-logical intelligence as described by Howard Gardner.

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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.