Keeping students on the maths bus | Greg Ashman

Mathematics is important. As teachers, we want to know the most effective methods are for maximising the maths performance of students. Ideally, we might create a virtuous cycle where increased maths achievement boosts students’ self concept, leading to greater motivation for the subject and further improvements in performance. A new study sheds some light on … Continue reading Keeping students on the maths bus

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quadrilaterals on a 3 by 3 grid | don steward

almost an antique
part of the South Nottinghamshire Project (‘Journey into Maths’)
by Alan Bell, David Rooke and Alan Wigley
published by Blackie in 1978
the teacher’s guide (1) claims there are a total of 94 different positions
counting translations, reflections or rotations

an intention might be that students don’t count transformations of each shape (initially anyway)

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Mr Taylor’s Toolbox Challenge | noreply@blogger.com (mrtaylor)

Last Easter my wife and I headed off on our honeymoon – we flew to New York, spent a few nights there, and cruised around the Caribbean before returning to less sunny shores and continuing with our more mundane existences.

We cruised with Royal Caribbean on their ‘Anthem of the Seas’ ship which was just lovely, but the reason I mention this is because I started making plans for a puzzle solving competition whilst we were on board.

Before we flew, my better half was on a cruising forum and booked a few excursions whilst we were in port and added us to a group taking on their ‘Escape Room’. I…

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Gladwell: The English number-naming system is highly irregular | admin

I’m currently reading Outliers: The story of Success by Malcolm Gladwell and in one chapter there is a brief extract from Stanislas Dehaene’s book, The Number Sense. This chapter discusses why pupils in China, Japan and Singapore experience less confusion when learning elementary maths. Gladwell states that “a part of the disenchantment is due to the fact that math doesn’t seem to make sense; its linguistic structure is clumsy, its basic rules seem arbitrary and complicated.”

Here are a few key differences  between number-naming systems in Western and Asian languages:

1) Chinese numbers…

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