All posts by Chris

Applied Maths

Maths Technology, School Issues, , , , ,

So, why do we teach students maths in school? How tempting it is, to say “because it’s useful”. Well, I defy anyone to respond to this post by finding a single example taking from a school maths text book, in which something happens that (a) could be described as useful and (b) happens in the manner that it might do if someone were actually doing it. Continue reading Applied Maths →

Why bother with technology in maths classrooms?

Maths Technology, School Issues, , , , ,

Working with a group of aspiring entrants to the teaching profession is always an interesting opportunity. They still have the open mindedness about this noble profession that allows for certainties to be challenged and opportunities explored. The reality is that  dialogic teaching supported  by dynamic technology (meaning both parties: student and teacher, have control over how the narrative plays out) is a very rare event in schools. The mass of technology is either already booked out so kids can be trained to use MS office 2003 or is pre-programmed for zombie teachers to press the next button on their MyMaths lesson. Continue reading Why bother with technology in maths classrooms? →

So, why do we put kids in sets?

School Issues, , ,

I am not unique in wishing to question the omnipresence of putting kids into different groups according to the teacher’s perception of their potential to achieve. Jo Boaler has been shouting this loudly for some time now (see The Elephant in the Classroom) and Anne Watson makes the case forcefully (see Raising Achievement …). So, how can it be that even primary school teachers feel unable to to teach a class of 7 year olds the same number skills at the same time – because there is such a great gap in their likelihood to succeed? Continue reading So, why do we put kids in sets? →

Is MEI Better for Mathematicians?

A-Level

We are at the point in our PGCE course where the students get a set of sessions about A level mathematics. It is clear where there is a correspondence between either a strong view of the importance of mathematics as a subject or that A level mathematics can be taught using an open and exploratory pedagogy, then teachers choose the MEI exam for their students. Others are put off by the idea that it may be ‘harder’. What that really means is that it is more mathematical. It requires some thinking, rather than rote practice. The real question is: what will these students be moving on to next? A degree in mathematics is clearly benefitted by working mathematically and a degree in science or engineering is at the heart of the purpose of MEI. It remains a beacon of opportunity for teachers to actually teach their subject. In my experience, entirely in inner city comprehensives, this is always to the benefit of exam results as well as the right thing to do.

Gifted and Talented at Maths

Gifted and Talented, ,

About four years ago, I was asked if I could run a course for year 6 students from inner city London primary schools, who had been identified as ‘gifted and talented‘ in maths. Now, I’m troubled by this idea in general. What measures schools might use to identify gifted and talented is very hard to tell. My idea of a good mathematician is almost never the person who correctly answers all the arithmetic questions. However, the truth of the matter was that they were ordinary kids in ordinary schools. Continue reading Gifted and Talented at Maths →

Maths Puzzles: Sustaining Activity

Games and Puzzles, , ,

At higher level GCSE, it is possible to get a grade B having got 60% of the paper wrong. Since this is the benchmark for moving on to an A level course, there could be a concern that students could decide, say to avoid learning algebra and concentrate on geometry and statistics in order to get the B (or vice versa). In the main, the questions that they choose will have one or two steps at most to a solution, or if more are needed then guidance will be offered in the form of question structuring. In these circumstances, more extended A level questions, where the mathematics required may cover more than one area, would prove a significant culture shock. Continue reading Maths Puzzles: Sustaining Activity →

Impressive Maths Thinkers

Maths Technology, , , , ,

It is easy to be a bit jaundiced about A level maths, when you see the drill and practice text books with the exam board’s logo on the front and student’s in permanent practice, practice mode because of the modular exams. Well, I had an excellent day in a non-selective, state sixth form college, working with two groups of charming A level maths and further maths students. Continue reading Impressive Maths Thinkers →

HP Graphing Calculators at A-Level

Maths Technology, , , , ,

I am working with a group of A level students who have received an HP39GS graphing calculator. They got the calculators a couple of weeks ago, so hopefully they will at least have opened the package and turned the thing on. I will have about 3 or 4 hours with each of two groups tomorrow to give them ideas of things they can do with the machine. Clearly we live in a gadgety time. A lot of people will get a new phone every year or so, which is basically a computer, running a range of software packages, notably communication systems, but also, pretty much anything you care to mention. Continue reading HP Graphing Calculators at A-Level →

Financial Literacy

Financial Literacy

I was manager of a numeracy volunteering project called Number Partners for many years. Business volunteers play maths games with kids in school. As part of this project I designed and developed a set of large format board games (the size and scope of Monopoly). They take an hour or so to play, so we put in rules for how to stop half way and pick it up later (so they could be used in lesson times). People have bought them for their families and say they are great games just to play for fun. However, the idea in each case is to put the players in a scenario in which they make financial decisions with pressures like they would really experience. It can get pretty intense when your aims are messed up by an unexpected payment or a bit of bad luck. We’ve really found this works so differently from the usual run of standard teaching activities that are normally used. Web Wheeler Dealer is the most intense, you buy and sell stuff on the web and try to collect sets of weird bits and bobs, ‘cos you know the set is always worth more than the sum of its parts. You win if you sell one big valuable set, but how much you actually get is a bit of lottery, so the spinner is your friend or your devil! Check them out. Play them at home or in school. We even did teachers notes with extra activities. Just ask for them. To Your Credit is the latest one … manage your finance from college to job and achieve your life goals.