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maths

This tag is associated with 7 posts

Rethinking marking and feedback. It’s all about the response.

  At HGS we’ve been thinking hard about how to make sure teacher feedback has maximum impact and, recently, I’ve been revisiting some blog posts that continue to inform my thoughts on this important area: ‘Close the Gap’ Marking:  a whole-school approach used at Saffron Walden High School, focusing all feedback on student response. Marking … Continue reading

Mental models, memory and misconceptions.

  I’ve had an interesting time in the classroom recently, discovering more about the extent to which students can struggle with mathematical models. I was dismayed to discover how many of my students got the answer wrong to: Simplify t2 + t2.  Most of them had written t2 + t2 = t4    instead of  t2 + … Continue reading

Back to School: My priorities for getting started.

OK. Summer’s over….it’s time to get psyched up for the term ahead.  I’m joining the Maths Department this year, teaching Y10 GCSE; an exciting challenge.  I’m a science teacher with good maths skills and I have taught A level maths and KS3 several times.  So, whilst I have no concerns about my subject knowledge,  I’ve never … Continue reading

Meaning and Magic amid the Muddle of Mental Mathematical Models.

Forgive the gratuitous alliteration.  In recent months, I’ve been thinking about the basics of maths education a lot. There have been three main contexts: 1. The teaching of maths at Highbury Grove:  I haven’t taught maths myself for years but I line-manage the department and I’ve observed 12 Maths lessons in the last two weeks all … Continue reading

Level 6 Maths at KS2. What’s the problem?

Recently I’ve picked up on a few blogs and twitter comments from primary Heads and teachers suggesting that that the introduction of Level 6 papers has placed them under unacceptable pressure. One person suggested it was “another way to feel like a failure”. Another was calling for it to be scrapped so that “children could … Continue reading

The Ripstick Analogy: If you want to succeed, you need to commit!

Ever tried riding the Ripstick? It’s not easy.  Most people fall off straight away and struggle to get going at all.  But when you watch someone cruising along on one, it looks like it should be easy.  You just need to swivel those hips and glide along – simple?! Well, no.  The thing is you … Continue reading

Empowering students to own their learning solves maths problems

Empowerment isn’t just a buzz-word.  It makes a difference to learning.  Take a look at this problem:  The question is this: what fraction of the shape is shaded? The level of maths required is well within KS3.  Area of a square?  Simple.  Area of a circle?  Harder, but straight forward.    But, ask students to do … Continue reading

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