#mathematicseducation — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #mathematicseducation, aggregated by home.social.
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Australia records worst-ever maths and reading scores in global test
By Conor Duffy and Miwa BlumerAustralian students have recorded their lowest-ever scores in maths and reading in international testing, but improved on their science results.
#Education #MathematicsEducation #Science #ConorDuffy #MiwaBlumer
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Australia records worst-ever maths and reading scores in global test
By Conor Duffy and Miwa BlumerAustralian students have recorded their lowest-ever scores in maths and reading in international testing, but improved on their science results.
#Education #MathematicsEducation #Science #ConorDuffy #MiwaBlumer
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Australia records worst-ever maths and reading scores in global test
By Conor Duffy and Miwa BlumerAustralian students have recorded their lowest-ever scores in maths and reading in international testing, but improved on their science results.
#Education #MathematicsEducation #Science #ConorDuffy #MiwaBlumer
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Australia records worst-ever maths and reading scores in global test
By Conor Duffy and Miwa BlumerAustralian students have recorded their lowest-ever scores in maths and reading in international testing, but improved on their science results.
#Education #MathematicsEducation #Science #ConorDuffy #MiwaBlumer
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Australia records worst-ever maths and reading scores in global test
By Conor Duffy and Miwa BlumerAustralian students have recorded their lowest-ever scores in maths and reading in international testing, but improved on their science results.
#Education #MathematicsEducation #Science #ConorDuffy #MiwaBlumer
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DATE: September 7, 2026 at 10:00AM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: Higher intelligence might accelerate the development of metacognitive knowledge in mathematics
A study involving 1,050 German early adolescents found that more intelligent students showed greater increases in metacognitive knowledge (in mathematics) over time. This suggests that higher intelligence accelerates metacognitive knowledge development. Interestingly, math knowledge, motivation, and school class type were not associated with the pace of metacognitive knowledge development. The paper was published in Learning and Individual Differences.
Metacognitive knowledge is a person’s knowledge and beliefs about how their own thinking and learning processes work. It includes knowing what one is good or poor at, which tasks are likely to be difficult, and which strategies may help in a particular situation. For example, a student may know that they remember information better when they summarize it in their own words rather than simply rereading it.
Metacognitive knowledge also includes understanding that different tasks may require different approaches, such as memorizing facts versus solving a complex problem. It is commonly divided into declarative knowledge (knowledge about oneself as a learner, knowledge about tasks, and knowledge about strategies), procedural knowledge (how to apply strategies), and conditional knowledge. Conditional knowledge, which is what this study focused on, involves knowing when and why to use particular strategies depending on the specific situation and task at hand.
This type of knowledge helps people plan how to approach learning or problem solving before they begin. It can also guide decisions about when to change strategies if the current approach is not working. Stronger metacognitive knowledge can therefore support more efficient learning, better problem solving, and greater independence in academic work.
Study author Maria Theobald and her colleagues note that metacognitive knowledge is central to learning and academic success, especially in mathematics. However, the trajectory of metacognitive knowledge development and the role of intelligence in this development remain poorly understood. With this in mind, they conducted a study that examined the development of metacognitive knowledge in the domain of mathematics. They chose this aspect of metacognitive knowledge because it strongly predicts mathematical learning and achievement.
Study authors analyzed data from the project PULSS, which examined the development of academic achievement and motivation in the early secondary school years. Participants of this study were 1,050 5th grade students from seven high-track secondary schools (Gymnasium) in Bavaria and Baden-Württemberg, federal states in southern Germany. On average, participants were 11 years old at the start of the study. 40% of participating students were girls. 89% had German as their primary language. The primary languages of the other students were most often Russian, English, and Turkish.
Students were tested at the beginning (T1) and the end of grade 5 (T2), the end of grade 6 (T3), and the middle of grade 7 (T4). However, this analysis used only the data from the first three data collection waves (T1-T3), because metacognitive knowledge was not assessed in the T4 data collection wave. Participants completed assessments of conditional metacognitive knowledge in the domain of mathematics (the MAESTRA 5-6 test), intelligence (only at T1, using the Cognitive Ability Test for Grades 4-12), math knowledge (the German Mathematics Test for Grade 5), and math-related motivation (goal orientation, mathematics self-concept, and interest, all assessed at T1 only).
Results showed that students’ metacognitive knowledge in mathematics generally increased over time, but this varied greatly between students. Students with higher intelligence tended to show greater increases in mathematics metacognitive knowledge over time. Study authors indicate that this suggests that higher intelligence accelerates metacognitive knowledge development. Girls showed a greater increase in metacognitive knowledge than boys over time. Math knowledge, motivation, and class-type (regular vs. for gifted students) were not associated with metacognitive knowledge development.
“These findings highlight the variability in metacognitive knowledge development and underscore intelligence as an important predictor of this differential development,” study authors concluded.
The study sheds light on the factors associated with the development of metacognitive knowledge. However, it should be noted that the design of the study does not allow any definitive causal inferences to be derived from the results.
The paper, “The role of intelligence in the development of metacognitive knowledge,” was authored by Maria Theobald, Wolfgang Schneider, and Franzis Preckel.
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Private, vetted email list for mental health professionals: https://www.clinicians-exchange.org
Unofficial Psychology Today Xitter to toot feed at Psych Today Unofficial Bot @PTUnofficialBot
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#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #MetacognitiveKnowledge #MathematicsEducation #IntelligenceDevelopment #LearningAndIndividualDifferences #MAESTRA526 #MathLearningStrategies #EducationalPsychology #AdolescentLearning #CognitiveAbility #MetacognitionResearch
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DATE: September 7, 2026 at 10:00AM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: Higher intelligence might accelerate the development of metacognitive knowledge in mathematics
A study involving 1,050 German early adolescents found that more intelligent students showed greater increases in metacognitive knowledge (in mathematics) over time. This suggests that higher intelligence accelerates metacognitive knowledge development. Interestingly, math knowledge, motivation, and school class type were not associated with the pace of metacognitive knowledge development. The paper was published in Learning and Individual Differences.
Metacognitive knowledge is a person’s knowledge and beliefs about how their own thinking and learning processes work. It includes knowing what one is good or poor at, which tasks are likely to be difficult, and which strategies may help in a particular situation. For example, a student may know that they remember information better when they summarize it in their own words rather than simply rereading it.
Metacognitive knowledge also includes understanding that different tasks may require different approaches, such as memorizing facts versus solving a complex problem. It is commonly divided into declarative knowledge (knowledge about oneself as a learner, knowledge about tasks, and knowledge about strategies), procedural knowledge (how to apply strategies), and conditional knowledge. Conditional knowledge, which is what this study focused on, involves knowing when and why to use particular strategies depending on the specific situation and task at hand.
This type of knowledge helps people plan how to approach learning or problem solving before they begin. It can also guide decisions about when to change strategies if the current approach is not working. Stronger metacognitive knowledge can therefore support more efficient learning, better problem solving, and greater independence in academic work.
Study author Maria Theobald and her colleagues note that metacognitive knowledge is central to learning and academic success, especially in mathematics. However, the trajectory of metacognitive knowledge development and the role of intelligence in this development remain poorly understood. With this in mind, they conducted a study that examined the development of metacognitive knowledge in the domain of mathematics. They chose this aspect of metacognitive knowledge because it strongly predicts mathematical learning and achievement.
Study authors analyzed data from the project PULSS, which examined the development of academic achievement and motivation in the early secondary school years. Participants of this study were 1,050 5th grade students from seven high-track secondary schools (Gymnasium) in Bavaria and Baden-Württemberg, federal states in southern Germany. On average, participants were 11 years old at the start of the study. 40% of participating students were girls. 89% had German as their primary language. The primary languages of the other students were most often Russian, English, and Turkish.
Students were tested at the beginning (T1) and the end of grade 5 (T2), the end of grade 6 (T3), and the middle of grade 7 (T4). However, this analysis used only the data from the first three data collection waves (T1-T3), because metacognitive knowledge was not assessed in the T4 data collection wave. Participants completed assessments of conditional metacognitive knowledge in the domain of mathematics (the MAESTRA 5-6 test), intelligence (only at T1, using the Cognitive Ability Test for Grades 4-12), math knowledge (the German Mathematics Test for Grade 5), and math-related motivation (goal orientation, mathematics self-concept, and interest, all assessed at T1 only).
Results showed that students’ metacognitive knowledge in mathematics generally increased over time, but this varied greatly between students. Students with higher intelligence tended to show greater increases in mathematics metacognitive knowledge over time. Study authors indicate that this suggests that higher intelligence accelerates metacognitive knowledge development. Girls showed a greater increase in metacognitive knowledge than boys over time. Math knowledge, motivation, and class-type (regular vs. for gifted students) were not associated with metacognitive knowledge development.
“These findings highlight the variability in metacognitive knowledge development and underscore intelligence as an important predictor of this differential development,” study authors concluded.
The study sheds light on the factors associated with the development of metacognitive knowledge. However, it should be noted that the design of the study does not allow any definitive causal inferences to be derived from the results.
The paper, “The role of intelligence in the development of metacognitive knowledge,” was authored by Maria Theobald, Wolfgang Schneider, and Franzis Preckel.
-------------------------------------------------
Private, vetted email list for mental health professionals: https://www.clinicians-exchange.org
Unofficial Psychology Today Xitter to toot feed at Psych Today Unofficial Bot @PTUnofficialBot
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#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #MetacognitiveKnowledge #MathematicsEducation #IntelligenceDevelopment #LearningAndIndividualDifferences #MAESTRA526 #MathLearningStrategies #EducationalPsychology #AdolescentLearning #CognitiveAbility #MetacognitionResearch
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DATE: September 7, 2026 at 10:00AM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: Higher intelligence might accelerate the development of metacognitive knowledge in mathematics
A study involving 1,050 German early adolescents found that more intelligent students showed greater increases in metacognitive knowledge (in mathematics) over time. This suggests that higher intelligence accelerates metacognitive knowledge development. Interestingly, math knowledge, motivation, and school class type were not associated with the pace of metacognitive knowledge development. The paper was published in Learning and Individual Differences.
Metacognitive knowledge is a person’s knowledge and beliefs about how their own thinking and learning processes work. It includes knowing what one is good or poor at, which tasks are likely to be difficult, and which strategies may help in a particular situation. For example, a student may know that they remember information better when they summarize it in their own words rather than simply rereading it.
Metacognitive knowledge also includes understanding that different tasks may require different approaches, such as memorizing facts versus solving a complex problem. It is commonly divided into declarative knowledge (knowledge about oneself as a learner, knowledge about tasks, and knowledge about strategies), procedural knowledge (how to apply strategies), and conditional knowledge. Conditional knowledge, which is what this study focused on, involves knowing when and why to use particular strategies depending on the specific situation and task at hand.
This type of knowledge helps people plan how to approach learning or problem solving before they begin. It can also guide decisions about when to change strategies if the current approach is not working. Stronger metacognitive knowledge can therefore support more efficient learning, better problem solving, and greater independence in academic work.
Study author Maria Theobald and her colleagues note that metacognitive knowledge is central to learning and academic success, especially in mathematics. However, the trajectory of metacognitive knowledge development and the role of intelligence in this development remain poorly understood. With this in mind, they conducted a study that examined the development of metacognitive knowledge in the domain of mathematics. They chose this aspect of metacognitive knowledge because it strongly predicts mathematical learning and achievement.
Study authors analyzed data from the project PULSS, which examined the development of academic achievement and motivation in the early secondary school years. Participants of this study were 1,050 5th grade students from seven high-track secondary schools (Gymnasium) in Bavaria and Baden-Württemberg, federal states in southern Germany. On average, participants were 11 years old at the start of the study. 40% of participating students were girls. 89% had German as their primary language. The primary languages of the other students were most often Russian, English, and Turkish.
Students were tested at the beginning (T1) and the end of grade 5 (T2), the end of grade 6 (T3), and the middle of grade 7 (T4). However, this analysis used only the data from the first three data collection waves (T1-T3), because metacognitive knowledge was not assessed in the T4 data collection wave. Participants completed assessments of conditional metacognitive knowledge in the domain of mathematics (the MAESTRA 5-6 test), intelligence (only at T1, using the Cognitive Ability Test for Grades 4-12), math knowledge (the German Mathematics Test for Grade 5), and math-related motivation (goal orientation, mathematics self-concept, and interest, all assessed at T1 only).
Results showed that students’ metacognitive knowledge in mathematics generally increased over time, but this varied greatly between students. Students with higher intelligence tended to show greater increases in mathematics metacognitive knowledge over time. Study authors indicate that this suggests that higher intelligence accelerates metacognitive knowledge development. Girls showed a greater increase in metacognitive knowledge than boys over time. Math knowledge, motivation, and class-type (regular vs. for gifted students) were not associated with metacognitive knowledge development.
“These findings highlight the variability in metacognitive knowledge development and underscore intelligence as an important predictor of this differential development,” study authors concluded.
The study sheds light on the factors associated with the development of metacognitive knowledge. However, it should be noted that the design of the study does not allow any definitive causal inferences to be derived from the results.
The paper, “The role of intelligence in the development of metacognitive knowledge,” was authored by Maria Theobald, Wolfgang Schneider, and Franzis Preckel.
-------------------------------------------------
Private, vetted email list for mental health professionals: https://www.clinicians-exchange.org
Unofficial Psychology Today Xitter to toot feed at Psych Today Unofficial Bot @PTUnofficialBot
-------------------------------------------------
#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #MetacognitiveKnowledge #MathematicsEducation #IntelligenceDevelopment #LearningAndIndividualDifferences #MAESTRA526 #MathLearningStrategies #EducationalPsychology #AdolescentLearning #CognitiveAbility #MetacognitionResearch
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Calculator Market in the Netherlands | Report – IndexBox
Netherlands Calculator Market 2026 Analysis and Forecast to 2035 Executive Summary Key …
#Netherlands #Nederland #NL #Europe #Europa #EU #Businessaccounting #Buttonandkeyboarddesign #calculator #consumergoodsmarketreport #Financialanalysisandplanning #forecast #LCDdisplays #marketanalysis #Mathematicseducation #Processorandmemoryforgraphingfunctions #Solarcellpower #Standardizedtestpreparation
https://www.europesays.com/netherlands/11138/ -
I did a podcast episode for It's Just Research! 'How Students Learn Maths: Representation and Creativity in Mathematics'. Listen at
https://feeds.acast.com/public/shows/its-just-research
or in your preferred app. #mathematicsEducation #maths #math #inclusiveEducation -
I did a podcast episode for It's Just Research! 'How Students Learn Maths: Representation and Creativity in Mathematics'. Listen at
https://feeds.acast.com/public/shows/its-just-research
or in your preferred app. #mathematicsEducation #maths #math #inclusiveEducation -
I did a podcast episode for It's Just Research! 'How Students Learn Maths: Representation and Creativity in Mathematics'. Listen at
https://feeds.acast.com/public/shows/its-just-research
or in your preferred app. #mathematicsEducation #maths #math #inclusiveEducation -
RE: https://mathstodon.xyz/@peterrowlett/116363300033702936
mathematics education - 'a shared home for everyone involved' #MathematicsEducation
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RE: https://mathstodon.xyz/@peterrowlett/116363300033702936
mathematics education - 'a shared home for everyone involved' #MathematicsEducation
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RE: https://mathstodon.xyz/@peterrowlett/116363300033702936
mathematics education - 'a shared home for everyone involved' #MathematicsEducation
-
RE: https://mathstodon.xyz/@peterrowlett/116363300033702936
mathematics education - 'a shared home for everyone involved' #MathematicsEducation
-
RE: https://mathstodon.xyz/@peterrowlett/116363300033702936
mathematics education - 'a shared home for everyone involved' #MathematicsEducation
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“After a long career, I am convinced that at every level of learning, it is possible to create an authentic picture of mathematics and convey an impression of how mathematics forms its own world of well-ordered structures with a striking internal consistency, and how this is precisely what makes it so effective in applications.” - Lisa Hefendehl-Hebeker
➡️ https://hermathsstory.eu/lisa-hefendehl-hebeker
#Academia #PhD #SeniorProfessor #MathematicsEducation #WomenInMaths #HerMathsStory
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“After a long career, I am convinced that at every level of learning, it is possible to create an authentic picture of mathematics and convey an impression of how mathematics forms its own world of well-ordered structures with a striking internal consistency, and how this is precisely what makes it so effective in applications.” - Lisa Hefendehl-Hebeker
➡️ https://hermathsstory.eu/lisa-hefendehl-hebeker
#Academia #PhD #SeniorProfessor #MathematicsEducation #WomenInMaths #HerMathsStory
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“After a long career, I am convinced that at every level of learning, it is possible to create an authentic picture of mathematics and convey an impression of how mathematics forms its own world of well-ordered structures with a striking internal consistency, and how this is precisely what makes it so effective in applications.” - Lisa Hefendehl-Hebeker
➡️ https://hermathsstory.eu/lisa-hefendehl-hebeker
#Academia #PhD #SeniorProfessor #MathematicsEducation #WomenInMaths #HerMathsStory
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“After a long career, I am convinced that at every level of learning, it is possible to create an authentic picture of mathematics and convey an impression of how mathematics forms its own world of well-ordered structures with a striking internal consistency, and how this is precisely what makes it so effective in applications.” - Lisa Hefendehl-Hebeker
➡️ https://hermathsstory.eu/lisa-hefendehl-hebeker
#Academia #PhD #SeniorProfessor #MathematicsEducation #WomenInMaths #HerMathsStory
-
“After a long career, I am convinced that at every level of learning, it is possible to create an authentic picture of mathematics and convey an impression of how mathematics forms its own world of well-ordered structures with a striking internal consistency, and how this is precisely what makes it so effective in applications.” - Lisa Hefendehl-Hebeker
➡️ https://hermathsstory.eu/lisa-hefendehl-hebeker
#Academia #PhD #SeniorProfessor #MathematicsEducation #WomenInMaths #HerMathsStory
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When I switched my major in college from physics to mathematics, I met with the undergraduate advisor for the department to sketch out courses, she (Kathy Davis at the University of Texas) said "you can never learn enough linear algebra."
As time has gone on, I keep going back to that as probably the deepest truth I've ever been told.
#mathematics #mathematicseducation #linearalgebra #universityoftexas
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When I switched my major in college from physics to mathematics, I met with the undergraduate advisor for the department to sketch out courses, she (Kathy Davis at the University of Texas) said "you can never learn enough linear algebra."
As time has gone on, I keep going back to that as probably the deepest truth I've ever been told.
#mathematics #mathematicseducation #linearalgebra #universityoftexas
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When I switched my major in college from physics to mathematics, I met with the undergraduate advisor for the department to sketch out courses, she (Kathy Davis at the University of Texas) said "you can never learn enough linear algebra."
As time has gone on, I keep going back to that as probably the deepest truth I've ever been told.
#mathematics #mathematicseducation #linearalgebra #universityoftexas
-
When I switched my major in college from physics to mathematics, I met with the undergraduate advisor for the department to sketch out courses, she (Kathy Davis at the University of Texas) said "you can never learn enough linear algebra."
As time has gone on, I keep going back to that as probably the deepest truth I've ever been told.
#mathematics #mathematicseducation #linearalgebra #universityoftexas
-
When I switched my major in college from physics to mathematics, I met with the undergraduate advisor for the department to sketch out courses, she (Kathy Davis at the University of Texas) said "you can never learn enough linear algebra."
As time has gone on, I keep going back to that as probably the deepest truth I've ever been told.
#mathematics #mathematicseducation #linearalgebra #universityoftexas
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@SmartmanApps
Skemp was writing about England in the 1970s.However, even today, are all learners in all the world’s schools taught the reasons for all the rules, and use constructivist learning?
I’m not sure in fact that instrumental cf. relational understanding are direct analogies of rote cf. constructivist learning.
Perhaps a relevant analogy is atomised cf. connectionist learning, e.g. ‘Alternatives to atomisation’ by Colin Foster (2025), Mathematics Teaching 295 https://www.foster77.co.uk/Foster,%20Mathematics%20Teaching,%20Alternatives%20to%20atomisation.pdf and Teaching to Big Ideas https://www.youcubed.org/resource/teaching-to-big-ideas/
#mathematics #education #iTeachMath #MathematicsEducation #MathEd #MathsEd
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@SmartmanApps
Skemp was writing about England in the 1970s.However, even today, are all learners in all the world’s schools taught the reasons for all the rules, and use constructivist learning?
I’m not sure in fact that instrumental cf. relational understanding are direct analogies of rote cf. constructivist learning.
Perhaps a relevant analogy is atomised cf. connectionist learning, e.g. ‘Alternatives to atomisation’ by Colin Foster (2025), Mathematics Teaching 295 https://www.foster77.co.uk/Foster,%20Mathematics%20Teaching,%20Alternatives%20to%20atomisation.pdf and Teaching to Big Ideas https://www.youcubed.org/resource/teaching-to-big-ideas/
#mathematics #education #iTeachMath #MathematicsEducation #MathEd #MathsEd
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@SmartmanApps
Skemp was writing about England in the 1970s.However, even today, are all learners in all the world’s schools taught the reasons for all the rules, and use constructivist learning?
I’m not sure in fact that instrumental cf. relational understanding are direct analogies of rote cf. constructivist learning.
Perhaps a relevant analogy is atomised cf. connectionist learning, e.g. ‘Alternatives to atomisation’ by Colin Foster (2025), Mathematics Teaching 295 https://www.foster77.co.uk/Foster,%20Mathematics%20Teaching,%20Alternatives%20to%20atomisation.pdf and Teaching to Big Ideas https://www.youcubed.org/resource/teaching-to-big-ideas/
#mathematics #education #iTeachMath #MathematicsEducation #MathEd #MathsEd
-
@SmartmanApps
Skemp was writing about England in the 1970s.However, even today, are all learners in all the world’s schools taught the reasons for all the rules, and use constructivist learning?
I’m not sure in fact that instrumental cf. relational understanding are direct analogies of rote cf. constructivist learning.
Perhaps a relevant analogy is atomised cf. connectionist learning, e.g. ‘Alternatives to atomisation’ by Colin Foster (2025), Mathematics Teaching 295 https://www.foster77.co.uk/Foster,%20Mathematics%20Teaching,%20Alternatives%20to%20atomisation.pdf and Teaching to Big Ideas https://www.youcubed.org/resource/teaching-to-big-ideas/
#mathematics #education #iTeachMath #MathematicsEducation #MathEd #MathsEd
-
@SmartmanApps
Skemp was writing about England in the 1970s.However, even today, are all learners in all the world’s schools taught the reasons for all the rules, and use constructivist learning?
I’m not sure in fact that instrumental cf. relational understanding are direct analogies of rote cf. constructivist learning.
Perhaps a relevant analogy is atomised cf. connectionist learning, e.g. ‘Alternatives to atomisation’ by Colin Foster (2025), Mathematics Teaching 295 https://www.foster77.co.uk/Foster,%20Mathematics%20Teaching,%20Alternatives%20to%20atomisation.pdf and Teaching to Big Ideas https://www.youcubed.org/resource/teaching-to-big-ideas/
#mathematics #education #iTeachMath #MathematicsEducation #MathEd #MathsEd
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@SmartmanApps
It's worth read Skemp's articles as he describes the advantages of Instrumental Understanding as well as Relational Understanding.Here's a link to the version published in The Arithmetic Teacher, 1978 https://teamone.msuurbanstem.org/wp-content/uploads/2014/07/Skemp-Relational-Instrumental-clean-copy-AT-1978.pdf
This work has been built on by others, including Jo Boaler.
#mathematics #ITeachMath #MathematicsEducation #MathEd #MathsEd
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@SmartmanApps
It's worth read Skemp's articles as he describes the advantages of Instrumental Understanding as well as Relational Understanding.Here's a link to the version published in The Arithmetic Teacher, 1978 https://teamone.msuurbanstem.org/wp-content/uploads/2014/07/Skemp-Relational-Instrumental-clean-copy-AT-1978.pdf
This work has been built on by others, including Jo Boaler.
#mathematics #ITeachMath #MathematicsEducation #MathEd #MathsEd
-
@SmartmanApps
It's worth read Skemp's articles as he describes the advantages of Instrumental Understanding as well as Relational Understanding.Here's a link to the version published in The Arithmetic Teacher, 1978 https://teamone.msuurbanstem.org/wp-content/uploads/2014/07/Skemp-Relational-Instrumental-clean-copy-AT-1978.pdf
This work has been built on by others, including Jo Boaler.
#mathematics #ITeachMath #MathematicsEducation #MathEd #MathsEd
-
@SmartmanApps
It's worth read Skemp's articles as he describes the advantages of Instrumental Understanding as well as Relational Understanding.Here's a link to the version published in The Arithmetic Teacher, 1978 https://teamone.msuurbanstem.org/wp-content/uploads/2014/07/Skemp-Relational-Instrumental-clean-copy-AT-1978.pdf
This work has been built on by others, including Jo Boaler.
#mathematics #ITeachMath #MathematicsEducation #MathEd #MathsEd
-
@SmartmanApps
It's worth read Skemp's articles as he describes the advantages of Instrumental Understanding as well as Relational Understanding.Here's a link to the version published in The Arithmetic Teacher, 1978 https://teamone.msuurbanstem.org/wp-content/uploads/2014/07/Skemp-Relational-Instrumental-clean-copy-AT-1978.pdf
This work has been built on by others, including Jo Boaler.
#mathematics #ITeachMath #MathematicsEducation #MathEd #MathsEd
-
@leon_p_smith
‘Mindstorms’ is full of quotable text, here’s just one:“Imagine that children were forced to spend an hour a day drawing dance steps on squared paper and had to pass tests in these ‘dance facts’ before they were allowed to dance physically. Would we not expect the world to be full of ‘dancophobes’?Would we say that those who made it to the dance floor and music had the greatest ‘aptitude for dance’? In my view, it is no more appropriate to draw conclusions about mathematical aptitude from children’s unwillingness to spend many hundreds of hours doing sums.” — Seymour Papert (p. 43)
#mathematics #ITeachMath #MathematicsEducation #MathEd #MathsEd #SeymourPapert #Mindstorms
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@leon_p_smith
‘Mindstorms’ is full of quotable text, here’s just one:“Imagine that children were forced to spend an hour a day drawing dance steps on squared paper and had to pass tests in these ‘dance facts’ before they were allowed to dance physically. Would we not expect the world to be full of ‘dancophobes’?Would we say that those who made it to the dance floor and music had the greatest ‘aptitude for dance’? In my view, it is no more appropriate to draw conclusions about mathematical aptitude from children’s unwillingness to spend many hundreds of hours doing sums.” — Seymour Papert (p. 43)
#mathematics #ITeachMath #MathematicsEducation #MathEd #MathsEd #SeymourPapert #Mindstorms
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@leon_p_smith
‘Mindstorms’ is full of quotable text, here’s just one:“Imagine that children were forced to spend an hour a day drawing dance steps on squared paper and had to pass tests in these ‘dance facts’ before they were allowed to dance physically. Would we not expect the world to be full of ‘dancophobes’?Would we say that those who made it to the dance floor and music had the greatest ‘aptitude for dance’? In my view, it is no more appropriate to draw conclusions about mathematical aptitude from children’s unwillingness to spend many hundreds of hours doing sums.” — Seymour Papert (p. 43)
#mathematics #ITeachMath #MathematicsEducation #MathEd #MathsEd #SeymourPapert #Mindstorms
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@leon_p_smith
‘Mindstorms’ is full of quotable text, here’s just one:“Imagine that children were forced to spend an hour a day drawing dance steps on squared paper and had to pass tests in these ‘dance facts’ before they were allowed to dance physically. Would we not expect the world to be full of ‘dancophobes’?Would we say that those who made it to the dance floor and music had the greatest ‘aptitude for dance’? In my view, it is no more appropriate to draw conclusions about mathematical aptitude from children’s unwillingness to spend many hundreds of hours doing sums.” — Seymour Papert (p. 43)
#mathematics #ITeachMath #MathematicsEducation #MathEd #MathsEd #SeymourPapert #Mindstorms
-
@leon_p_smith
‘Mindstorms’ is full of quotable text, here’s just one:“Imagine that children were forced to spend an hour a day drawing dance steps on squared paper and had to pass tests in these ‘dance facts’ before they were allowed to dance physically. Would we not expect the world to be full of ‘dancophobes’?Would we say that those who made it to the dance floor and music had the greatest ‘aptitude for dance’? In my view, it is no more appropriate to draw conclusions about mathematical aptitude from children’s unwillingness to spend many hundreds of hours doing sums.” — Seymour Papert (p. 43)
#mathematics #ITeachMath #MathematicsEducation #MathEd #MathsEd #SeymourPapert #Mindstorms
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@leon_p_smith
Yes, I think programming can be a good way to learn mathematics (and more).Seymour Papert wrote about this in Mindstorms (1980).
I was fortunate to learn Logo and turtle programming on a modest home computer in my early teens. I don't know which was cause and which was effect, but I still like geometry and programming today.
For those not familiar with Mindstorms, a good summary is at
https://medium.com/bits-and-behavior/mindstorms-what-did-papert-argue-and-what-does-it-mean-for-learning-and-education-c8324b58aca4#mathematics #programming #Logo #TurtleGraphics #ITeachMath #MathematicsEducation #MathEd #MathsEd #SeymourPapert #Mindstorms
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@leon_p_smith
Yes, I think programming can be a good way to learn mathematics (and more).Seymour Papert wrote about this in Mindstorms (1980).
I was fortunate to learn Logo and turtle programming on a modest home computer in my early teens. I don't know which was cause and which was effect, but I still like geometry and programming today.
For those not familiar with Mindstorms, a good summary is at
https://medium.com/bits-and-behavior/mindstorms-what-did-papert-argue-and-what-does-it-mean-for-learning-and-education-c8324b58aca4#mathematics #programming #Logo #TurtleGraphics #ITeachMath #MathematicsEducation #MathEd #MathsEd #SeymourPapert #Mindstorms
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@leon_p_smith
Yes, I think programming can be a good way to learn mathematics (and more).Seymour Papert wrote about this in Mindstorms (1980).
I was fortunate to learn Logo and turtle programming on a modest home computer in my early teens. I don't know which was cause and which was effect, but I still like geometry and programming today.
For those not familiar with Mindstorms, a good summary is at
https://medium.com/bits-and-behavior/mindstorms-what-did-papert-argue-and-what-does-it-mean-for-learning-and-education-c8324b58aca4#mathematics #programming #Logo #TurtleGraphics #ITeachMath #MathematicsEducation #MathEd #MathsEd #SeymourPapert #Mindstorms
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@leon_p_smith
Yes, I think programming can be a good way to learn mathematics (and more).Seymour Papert wrote about this in Mindstorms (1980).
I was fortunate to learn Logo and turtle programming on a modest home computer in my early teens. I don't know which was cause and which was effect, but I still like geometry and programming today.
For those not familiar with Mindstorms, a good summary is at
https://medium.com/bits-and-behavior/mindstorms-what-did-papert-argue-and-what-does-it-mean-for-learning-and-education-c8324b58aca4#mathematics #programming #Logo #TurtleGraphics #ITeachMath #MathematicsEducation #MathEd #MathsEd #SeymourPapert #Mindstorms
-
@leon_p_smith
Yes, I think programming can be a good way to learn mathematics (and more).Seymour Papert wrote about this in Mindstorms (1980).
I was fortunate to learn Logo and turtle programming on a modest home computer in my early teens. I don't know which was cause and which was effect, but I still like geometry and programming today.
For those not familiar with Mindstorms, a good summary is at
https://medium.com/bits-and-behavior/mindstorms-what-did-papert-argue-and-what-does-it-mean-for-learning-and-education-c8324b58aca4#mathematics #programming #Logo #TurtleGraphics #ITeachMath #MathematicsEducation #MathEd #MathsEd #SeymourPapert #Mindstorms
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The first two episodes of MT Talk discuss articles from Mathematics Teaching 296 https://atm.org.uk/MT-Talk
Episode 1
Elizabeth Bridgett, Lisa Coe and Jay Timotheus compare and contrast Mike Askew's 1999 article, ‘Teaching numeracy: will we ever learn?’ from MT168 with Jane Hawkins' much more recent, 2025 article, ‘Why purposeful talk in mathematics lessons matters’ in MT296.Also mentioned in this episode is the 1999 paper ‘Arbitrary and Necessary Part 1: A Way of Viewing the Mathematics Curriculum’, Dave Hewitt's first in a three-part series in For the Learning of Mathematics, as well as Mike Askew’s book, ‘Transforming Primary Mathematics’, published by Routledge in 2011.
Episode 2
Lisa Coe, Fin McLaughlin and Jay Timotheus talk about John Mason's 1987 article, ‘Only awareness is educable’ from MT120, alongside Tom Francome's 2025 article, ‘Everyone can think mathematically’ from MT296.Fin recommended two books: ‘Thinking Mathematically’, by John Mason, Leone Burton and Kaye Stacey (Pearson, 1982, and 2010) and ‘Researching Your Own Practice: The Discipline of Noticing’, by John Mason (Routledge, 2001).
https://podcasts.apple.com/us/podcast/mt-talk/id1838379708
https://open.spotify.com/show/3cJF2EXKyIe1FTNrRO8xm5#podcast #ITeachMath #MathematicsEducation #MathEd #MathEdChat #MathsEd #MathsEdChat
#education #mathematics #math #didactics #pedagogy -
The first two episodes of MT Talk discuss articles from Mathematics Teaching 296 https://atm.org.uk/MT-Talk
Episode 1
Elizabeth Bridgett, Lisa Coe and Jay Timotheus compare and contrast Mike Askew's 1999 article, ‘Teaching numeracy: will we ever learn?’ from MT168 with Jane Hawkins' much more recent, 2025 article, ‘Why purposeful talk in mathematics lessons matters’ in MT296.Also mentioned in this episode is the 1999 paper ‘Arbitrary and Necessary Part 1: A Way of Viewing the Mathematics Curriculum’, Dave Hewitt's first in a three-part series in For the Learning of Mathematics, as well as Mike Askew’s book, ‘Transforming Primary Mathematics’, published by Routledge in 2011.
Episode 2
Lisa Coe, Fin McLaughlin and Jay Timotheus talk about John Mason's 1987 article, ‘Only awareness is educable’ from MT120, alongside Tom Francome's 2025 article, ‘Everyone can think mathematically’ from MT296.Fin recommended two books: ‘Thinking Mathematically’, by John Mason, Leone Burton and Kaye Stacey (Pearson, 1982, and 2010) and ‘Researching Your Own Practice: The Discipline of Noticing’, by John Mason (Routledge, 2001).
https://podcasts.apple.com/us/podcast/mt-talk/id1838379708
https://open.spotify.com/show/3cJF2EXKyIe1FTNrRO8xm5#podcast #ITeachMath #MathematicsEducation #MathEd #MathEdChat #MathsEd #MathsEdChat
#education #mathematics #math #didactics #pedagogy -
The first two episodes of MT Talk discuss articles from Mathematics Teaching 296 https://atm.org.uk/MT-Talk
Episode 1
Elizabeth Bridgett, Lisa Coe and Jay Timotheus compare and contrast Mike Askew's 1999 article, ‘Teaching numeracy: will we ever learn?’ from MT168 with Jane Hawkins' much more recent, 2025 article, ‘Why purposeful talk in mathematics lessons matters’ in MT296.Also mentioned in this episode is the 1999 paper ‘Arbitrary and Necessary Part 1: A Way of Viewing the Mathematics Curriculum’, Dave Hewitt's first in a three-part series in For the Learning of Mathematics, as well as Mike Askew’s book, ‘Transforming Primary Mathematics’, published by Routledge in 2011.
Episode 2
Lisa Coe, Fin McLaughlin and Jay Timotheus talk about John Mason's 1987 article, ‘Only awareness is educable’ from MT120, alongside Tom Francome's 2025 article, ‘Everyone can think mathematically’ from MT296.Fin recommended two books: ‘Thinking Mathematically’, by John Mason, Leone Burton and Kaye Stacey (Pearson, 1982, and 2010) and ‘Researching Your Own Practice: The Discipline of Noticing’, by John Mason (Routledge, 2001).
https://podcasts.apple.com/us/podcast/mt-talk/id1838379708
https://open.spotify.com/show/3cJF2EXKyIe1FTNrRO8xm5#podcast #ITeachMath #MathematicsEducation #MathEd #MathEdChat #MathsEd #MathsEdChat
#education #mathematics #math #didactics #pedagogy -
The first two episodes of MT Talk discuss articles from Mathematics Teaching 296 https://atm.org.uk/MT-Talk
Episode 1
Elizabeth Bridgett, Lisa Coe and Jay Timotheus compare and contrast Mike Askew's 1999 article, ‘Teaching numeracy: will we ever learn?’ from MT168 with Jane Hawkins' much more recent, 2025 article, ‘Why purposeful talk in mathematics lessons matters’ in MT296.Also mentioned in this episode is the 1999 paper ‘Arbitrary and Necessary Part 1: A Way of Viewing the Mathematics Curriculum’, Dave Hewitt's first in a three-part series in For the Learning of Mathematics, as well as Mike Askew’s book, ‘Transforming Primary Mathematics’, published by Routledge in 2011.
Episode 2
Lisa Coe, Fin McLaughlin and Jay Timotheus talk about John Mason's 1987 article, ‘Only awareness is educable’ from MT120, alongside Tom Francome's 2025 article, ‘Everyone can think mathematically’ from MT296.Fin recommended two books: ‘Thinking Mathematically’, by John Mason, Leone Burton and Kaye Stacey (Pearson, 1982, and 2010) and ‘Researching Your Own Practice: The Discipline of Noticing’, by John Mason (Routledge, 2001).
https://podcasts.apple.com/us/podcast/mt-talk/id1838379708
https://open.spotify.com/show/3cJF2EXKyIe1FTNrRO8xm5#podcast #ITeachMath #MathematicsEducation #MathEd #MathEdChat #MathsEd #MathsEdChat
#education #mathematics #math #didactics #pedagogy -
The first two episodes of MT Talk discuss articles from Mathematics Teaching 296 https://atm.org.uk/MT-Talk
Episode 1
Elizabeth Bridgett, Lisa Coe and Jay Timotheus compare and contrast Mike Askew's 1999 article, ‘Teaching numeracy: will we ever learn?’ from MT168 with Jane Hawkins' much more recent, 2025 article, ‘Why purposeful talk in mathematics lessons matters’ in MT296.Also mentioned in this episode is the 1999 paper ‘Arbitrary and Necessary Part 1: A Way of Viewing the Mathematics Curriculum’, Dave Hewitt's first in a three-part series in For the Learning of Mathematics, as well as Mike Askew’s book, ‘Transforming Primary Mathematics’, published by Routledge in 2011.
Episode 2
Lisa Coe, Fin McLaughlin and Jay Timotheus talk about John Mason's 1987 article, ‘Only awareness is educable’ from MT120, alongside Tom Francome's 2025 article, ‘Everyone can think mathematically’ from MT296.Fin recommended two books: ‘Thinking Mathematically’, by John Mason, Leone Burton and Kaye Stacey (Pearson, 1982, and 2010) and ‘Researching Your Own Practice: The Discipline of Noticing’, by John Mason (Routledge, 2001).
https://podcasts.apple.com/us/podcast/mt-talk/id1838379708
https://open.spotify.com/show/3cJF2EXKyIe1FTNrRO8xm5#podcast #ITeachMath #MathematicsEducation #MathEd #MathEdChat #MathsEd #MathsEdChat
#education #mathematics #math #didactics #pedagogy -
"Fields 𝗠𝗲𝗱𝗮𝗹𝗶𝘀𝘁 𝗧𝗲𝗿𝗲𝗻𝗰𝗲 𝗧𝗮𝗼 𝗵𝗮𝘀 𝗮𝗻𝗻𝗼𝘂𝗻𝗰𝗲𝗱 𝗮𝗻 𝗲𝘅𝗰𝗶𝘁𝗶𝗻𝗴 𝗻𝗲𝘄 𝗽𝗿𝗼𝗷𝗲𝗰𝘁 𝗯𝗿𝗶𝗱𝗴𝗶𝗻𝗴 #FormalVerification and #MathematicsEducation: A #LeanLang companion to his foundational textbook 𝘈𝘯𝘢𝘭𝘺𝘴𝘪𝘴 𝘐."
https://bit.ly/4dNxX1d -
"Fields 𝗠𝗲𝗱𝗮𝗹𝗶𝘀𝘁 𝗧𝗲𝗿𝗲𝗻𝗰𝗲 𝗧𝗮𝗼 𝗵𝗮𝘀 𝗮𝗻𝗻𝗼𝘂𝗻𝗰𝗲𝗱 𝗮𝗻 𝗲𝘅𝗰𝗶𝘁𝗶𝗻𝗴 𝗻𝗲𝘄 𝗽𝗿𝗼𝗷𝗲𝗰𝘁 𝗯𝗿𝗶𝗱𝗴𝗶𝗻𝗴 #FormalVerification and #MathematicsEducation: A #LeanLang companion to his foundational textbook 𝘈𝘯𝘢𝘭𝘺𝘴𝘪𝘴 𝘐."
https://bit.ly/4dNxX1d -
"Fields 𝗠𝗲𝗱𝗮𝗹𝗶𝘀𝘁 𝗧𝗲𝗿𝗲𝗻𝗰𝗲 𝗧𝗮𝗼 𝗵𝗮𝘀 𝗮𝗻𝗻𝗼𝘂𝗻𝗰𝗲𝗱 𝗮𝗻 𝗲𝘅𝗰𝗶𝘁𝗶𝗻𝗴 𝗻𝗲𝘄 𝗽𝗿𝗼𝗷𝗲𝗰𝘁 𝗯𝗿𝗶𝗱𝗴𝗶𝗻𝗴 #FormalVerification and #MathematicsEducation: A #LeanLang companion to his foundational textbook 𝘈𝘯𝘢𝘭𝘺𝘴𝘪𝘴 𝘐."
https://bit.ly/4dNxX1d -
"Fields 𝗠𝗲𝗱𝗮𝗹𝗶𝘀𝘁 𝗧𝗲𝗿𝗲𝗻𝗰𝗲 𝗧𝗮𝗼 𝗵𝗮𝘀 𝗮𝗻𝗻𝗼𝘂𝗻𝗰𝗲𝗱 𝗮𝗻 𝗲𝘅𝗰𝗶𝘁𝗶𝗻𝗴 𝗻𝗲𝘄 𝗽𝗿𝗼𝗷𝗲𝗰𝘁 𝗯𝗿𝗶𝗱𝗴𝗶𝗻𝗴 #FormalVerification and #MathematicsEducation: A #LeanLang companion to his foundational textbook 𝘈𝘯𝘢𝘭𝘺𝘴𝘪𝘴 𝘐."
https://bit.ly/4dNxX1d -
"Fields 𝗠𝗲𝗱𝗮𝗹𝗶𝘀𝘁 𝗧𝗲𝗿𝗲𝗻𝗰𝗲 𝗧𝗮𝗼 𝗵𝗮𝘀 𝗮𝗻𝗻𝗼𝘂𝗻𝗰𝗲𝗱 𝗮𝗻 𝗲𝘅𝗰𝗶𝘁𝗶𝗻𝗴 𝗻𝗲𝘄 𝗽𝗿𝗼𝗷𝗲𝗰𝘁 𝗯𝗿𝗶𝗱𝗴𝗶𝗻𝗴 #FormalVerification and #MathematicsEducation: A #LeanLang companion to his foundational textbook 𝘈𝘯𝘢𝘭𝘺𝘴𝘪𝘴 𝘐."
https://bit.ly/4dNxX1d -
Come and work in my department? We are currently advertising for a Reader in #MathematicsEducation.
NB Part-time academics, do not be put off by the wording stating it is a full time role: PT and jobshare applications are definitely welcome.
Closing date Wed 9 Apr.
https://www.kcl.ac.uk/jobs/110048-reader-in-mathematics-education
For those unfamiliar with the term, 'Reader' is a research/teaching split academic role between Senior Lecturer and (full) Professor. -
Come and work in my department? We are currently advertising for a Reader in #MathematicsEducation.
NB Part-time academics, do not be put off by the wording stating it is a full time role: PT and jobshare applications are definitely welcome.
Closing date Wed 9 Apr.
https://www.kcl.ac.uk/jobs/110048-reader-in-mathematics-education
For those unfamiliar with the term, 'Reader' is a research/teaching split academic role between Senior Lecturer and (full) Professor. -
“So here I am, eight years on, and still clinging to the convictions that started me on this pathway – to drive change in mathematics education, and to encourage a system that supports and nurtures the strengths and uniqueness of every child regardless of race, gender, demographic, or physical, emotional, or spiritual preferences.
I made many discoveries along the way, but the best one was this: There is a little scientist in all of us, one who is compelled to ask questions, be curious, seek synergy, and find beauty. We don’t often connect these things to the learning of mathematics, but we should. I began my life wanting to be one of two things, an artist or a scientist, and little did I know that I would end up as both.” - Nadia Abdelal➡️ https://hermathsstory.eu/nadia-abdelal/
#Industry #MathematicsEducation #Physics #Teaching #Feminism #WomenInMaths #WomenInSTEM #HerMathsStory