#mathsed — Public Fediverse posts

N pairs of skis were standing leaning against a wall. Kolobok (spherical gingerbread-man type character of Ukrainian folklore) rolled along and bumped the skis. What's the maximum number of pieces Kolobok got cut into by the skis falling on it? (Skis cut along straight planes.)

#MathsEd #Mathematics

N pairs of skis were standing leaning against a wall. Kolobok (spherical gingerbread-man type character of Ukrainian folklore) rolled along and bumped the skis. What's the maximum number of pieces Kolobok got cut into by the skis falling on it? (Skis cut along straight planes.)

#MathsEd #Mathematics

N pairs of skis were standing leaning against a wall. Kolobok (spherical gingerbread-man type character of Ukrainian folklore) rolled along and bumped the skis. What's the maximum number of pieces Kolobok got cut into by the skis falling on it? (Skis cut along straight planes.)

#MathsEd #Mathematics

N pairs of skis were standing leaning against a wall. Kolobok (spherical gingerbread-man type character of Ukrainian folklore) rolled along and bumped the skis. What's the maximum number of pieces Kolobok got cut into by the skis falling on it? (Skis cut along straight planes.)

#MathsEd #Mathematics

N pairs of skis were standing leaning against a wall. Kolobok (spherical gingerbread-man type character of Ukrainian folklore) rolled along and bumped the skis. What's the maximum number of pieces Kolobok got cut into by the skis falling on it? (Skis cut along straight planes.)

#MathsEd #Mathematics

Mathematics Teaching 299 now available online https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177734

Design by me

Five free articles for non-members:

Increasing access for a student teacher with a visual impairment
Zahara Hussain, Emily Thouless, René Hartmann and Helen Thouless explore Zahara’s experiences as a student with a visual impairment on Core Mathematics modules during an undergraduate primary education course.

Computational mathematics
Allen Tsui shares some activities for learners aged 8 to 16 to apply mathematics when learning about programming.

Introducing Multicolour Maths
Brook Tate shares his love of mathematical relationships expressed in colour.

Fixing the mathematics transition from primary to secondary
Tom Manners suggests some ways of improving the transition from Key Stage 2 to 3.

Barbara Jaworski (1944–2025)
Peter Gates, Anne Watson and Dave Hewitt remember Barbara Jaworski’s contribution to mathematics education.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #teaching #pedagogy #didactics #education #design #GraphicDesign #AMiE #MT #MT299

Mathematics Teaching 299 now available online https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177734

Design by me

Five free articles for non-members:

Increasing access for a student teacher with a visual impairment
Zahara Hussain, Emily Thouless, René Hartmann and Helen Thouless explore Zahara’s experiences as a student with a visual impairment on Core Mathematics modules during an undergraduate primary education course.

Computational mathematics
Allen Tsui shares some activities for learners aged 8 to 16 to apply mathematics when learning about programming.

Introducing Multicolour Maths
Brook Tate shares his love of mathematical relationships expressed in colour.

Fixing the mathematics transition from primary to secondary
Tom Manners suggests some ways of improving the transition from Key Stage 2 to 3.

Barbara Jaworski (1944–2025)
Peter Gates, Anne Watson and Dave Hewitt remember Barbara Jaworski’s contribution to mathematics education.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #teaching #pedagogy #didactics #education #design #GraphicDesign #AMiE #MT #MT299

Mathematics Teaching 299 now available online https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177734

Design by me

Five free articles for non-members:

Increasing access for a student teacher with a visual impairment
Zahara Hussain, Emily Thouless, René Hartmann and Helen Thouless explore Zahara’s experiences as a student with a visual impairment on Core Mathematics modules during an undergraduate primary education course.

Computational mathematics
Allen Tsui shares some activities for learners aged 8 to 16 to apply mathematics when learning about programming.

Introducing Multicolour Maths
Brook Tate shares his love of mathematical relationships expressed in colour.

Fixing the mathematics transition from primary to secondary
Tom Manners suggests some ways of improving the transition from Key Stage 2 to 3.

Barbara Jaworski (1944–2025)
Peter Gates, Anne Watson and Dave Hewitt remember Barbara Jaworski’s contribution to mathematics education.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #teaching #pedagogy #didactics #education #design #GraphicDesign #AMiE #MT #MT299

Mathematics Teaching 299 now available online https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177734

Design by me

Five free articles for non-members:

Increasing access for a student teacher with a visual impairment
Zahara Hussain, Emily Thouless, René Hartmann and Helen Thouless explore Zahara’s experiences as a student with a visual impairment on Core Mathematics modules during an undergraduate primary education course.

Computational mathematics
Allen Tsui shares some activities for learners aged 8 to 16 to apply mathematics when learning about programming.

Introducing Multicolour Maths
Brook Tate shares his love of mathematical relationships expressed in colour.

Fixing the mathematics transition from primary to secondary
Tom Manners suggests some ways of improving the transition from Key Stage 2 to 3.

Barbara Jaworski (1944–2025)
Peter Gates, Anne Watson and Dave Hewitt remember Barbara Jaworski’s contribution to mathematics education.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #teaching #pedagogy #didactics #education #design #GraphicDesign #AMiE #MT #MT299

Mathematics Teaching 299 now available online https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177734

Design by me

Five free articles for non-members:

Increasing access for a student teacher with a visual impairment
Zahara Hussain, Emily Thouless, René Hartmann and Helen Thouless explore Zahara’s experiences as a student with a visual impairment on Core Mathematics modules during an undergraduate primary education course.

Computational mathematics
Allen Tsui shares some activities for learners aged 8 to 16 to apply mathematics when learning about programming.

Introducing Multicolour Maths
Brook Tate shares his love of mathematical relationships expressed in colour.

Fixing the mathematics transition from primary to secondary
Tom Manners suggests some ways of improving the transition from Key Stage 2 to 3.

Barbara Jaworski (1944–2025)
Peter Gates, Anne Watson and Dave Hewitt remember Barbara Jaworski’s contribution to mathematics education.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #teaching #pedagogy #didactics #education #design #GraphicDesign #AMiE #MT #MT299

They care about the score.
You care about the data. This unit solves both.
https://eduhacking.com/how-to-turn-afl-fever-into-maths-english/
#Teaching #MathsEd #AFLLesson

They care about the score.
You care about the data. This unit solves both.
https://eduhacking.com/how-to-turn-afl-fever-into-maths-english/
#Teaching #MathsEd #AFLLesson

Ian Stewart’s (2005) book Game, Set and Math includes 12 puzzles linked to the 12 days of Christmas. A favourite is Five Gold Rings. The five gold rings are arranged to maximise the overlaps. At every overlap there is a diamond. You have diamonds of 1, 2, 3, 4, 5, 6, ... carats. Arrange the diamonds so the total number of carats on each ring is the same.

Try starting small—just two rings, two overlaps and each ring has a total of three carats (1 + 2). Now three rings, there are six overlaps, arrange diamonds of 1, 2, 3, 4, 5 and 6 carats so each ring has the same total.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #puzzle #teaching #pedagogy #didactics #education #design #GraphicDesign #atm #MT #MT298 #xmas #christmas

Ian Stewart’s (2005) book Game, Set and Math includes 12 puzzles linked to the 12 days of Christmas. A favourite is Five Gold Rings. The five gold rings are arranged to maximise the overlaps. At every overlap there is a diamond. You have diamonds of 1, 2, 3, 4, 5, 6, ... carats. Arrange the diamonds so the total number of carats on each ring is the same.

Try starting small—just two rings, two overlaps and each ring has a total of three carats (1 + 2). Now three rings, there are six overlaps, arrange diamonds of 1, 2, 3, 4, 5 and 6 carats so each ring has the same total.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #puzzle #teaching #pedagogy #didactics #education #design #GraphicDesign #atm #MT #MT298 #xmas #christmas

Ian Stewart’s (2005) book Game, Set and Math includes 12 puzzles linked to the 12 days of Christmas. A favourite is Five Gold Rings. The five gold rings are arranged to maximise the overlaps. At every overlap there is a diamond. You have diamonds of 1, 2, 3, 4, 5, 6, ... carats. Arrange the diamonds so the total number of carats on each ring is the same.

Try starting small—just two rings, two overlaps and each ring has a total of three carats (1 + 2). Now three rings, there are six overlaps, arrange diamonds of 1, 2, 3, 4, 5 and 6 carats so each ring has the same total.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #puzzle #teaching #pedagogy #didactics #education #design #GraphicDesign #atm #MT #MT298 #xmas #christmas

Ian Stewart’s (2005) book Game, Set and Math includes 12 puzzles linked to the 12 days of Christmas. A favourite is Five Gold Rings. The five gold rings are arranged to maximise the overlaps. At every overlap there is a diamond. You have diamonds of 1, 2, 3, 4, 5, 6, ... carats. Arrange the diamonds so the total number of carats on each ring is the same.

Try starting small—just two rings, two overlaps and each ring has a total of three carats (1 + 2). Now three rings, there are six overlaps, arrange diamonds of 1, 2, 3, 4, 5 and 6 carats so each ring has the same total.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #puzzle #teaching #pedagogy #didactics #education #design #GraphicDesign #atm #MT #MT298 #xmas #christmas

Ian Stewart’s (2005) book Game, Set and Math includes 12 puzzles linked to the 12 days of Christmas. A favourite is Five Gold Rings. The five gold rings are arranged to maximise the overlaps. At every overlap there is a diamond. You have diamonds of 1, 2, 3, 4, 5, 6, ... carats. Arrange the diamonds so the total number of carats on each ring is the same.

Try starting small—just two rings, two overlaps and each ring has a total of three carats (1 + 2). Now three rings, there are six overlaps, arrange diamonds of 1, 2, 3, 4, 5 and 6 carats so each ring has the same total.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #puzzle #teaching #pedagogy #didactics #education #design #GraphicDesign #atm #MT #MT298 #xmas #christmas

Seasonal Values
Each of the symbols in the grid has a value. From the totals given for each row and each column can you work out what they are?

The eight symbols have values 1 to 8 and each has the same value wherever it appears.

An excerpt from the freely-available https://atm.org.uk/write/MediaUploads/Journals/MT298/08.pdf

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #puzzle #teaching #pedagogy #didactics #education #design #GraphicDesign #atm #MT #MT298

Seasonal Values
Each of the symbols in the grid has a value. From the totals given for each row and each column can you work out what they are?

The eight symbols have values 1 to 8 and each has the same value wherever it appears.

An excerpt from the freely-available https://atm.org.uk/write/MediaUploads/Journals/MT298/08.pdf

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #puzzle #teaching #pedagogy #didactics #education #design #GraphicDesign #atm #MT #MT298

Seasonal Values
Each of the symbols in the grid has a value. From the totals given for each row and each column can you work out what they are?

The eight symbols have values 1 to 8 and each has the same value wherever it appears.

An excerpt from the freely-available https://atm.org.uk/write/MediaUploads/Journals/MT298/08.pdf

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #puzzle #teaching #pedagogy #didactics #education #design #GraphicDesign #atm #MT #MT298

Seasonal Values
Each of the symbols in the grid has a value. From the totals given for each row and each column can you work out what they are?

The eight symbols have values 1 to 8 and each has the same value wherever it appears.

An excerpt from the freely-available https://atm.org.uk/write/MediaUploads/Journals/MT298/08.pdf

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #puzzle #teaching #pedagogy #didactics #education #design #GraphicDesign #atm #MT #MT298

Seasonal Values
Each of the symbols in the grid has a value. From the totals given for each row and each column can you work out what they are?

The eight symbols have values 1 to 8 and each has the same value wherever it appears.

An excerpt from the freely-available https://atm.org.uk/write/MediaUploads/Journals/MT298/08.pdf

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #puzzle #teaching #pedagogy #didactics #education #design #GraphicDesign #atm #MT #MT298

The Association for Mathematics in Education launched on 1 December 2025 https://amie.org.uk/

These articles are also available to non-members

AMET and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/11.pdf
Sally Bamber and Ashley Compton, with current AMET committee members reflect on AMET’s legacy and potential contribution to AMiE.

ATM and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/12.pdf
Helen Madeley on behalf of General Council reflects on ATM’s legacy and the potential contribution to AMiE.

From the MA to AMiE: celebrating a legacy, forging a stronger future https://atm.org.uk/write/MediaUploads/Journals/MT298/13.pdf
Andy Kemp and current trustees of the MA reflect on the MA’s legacy and potential contribution to AMiE.

NAMA and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/14.pdf
Ruth Trundley and the current executive committee of NAMA reflect on NAMA’s legacy and potential contribution to AMiE. Ruth Trundley

NANAMIC and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/15.pdf
John Barton and current trustees of NANAMIC reflect on NANAMIC’s legacy and potential contribution to AMiE.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #teaching #pedagogy #didactics #education #atm #amie #MT #MT298

The Association for Mathematics in Education launched on 1 December 2025 https://amie.org.uk/

These articles are also available to non-members

AMET and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/11.pdf
Sally Bamber and Ashley Compton, with current AMET committee members reflect on AMET’s legacy and potential contribution to AMiE.

ATM and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/12.pdf
Helen Madeley on behalf of General Council reflects on ATM’s legacy and the potential contribution to AMiE.

From the MA to AMiE: celebrating a legacy, forging a stronger future https://atm.org.uk/write/MediaUploads/Journals/MT298/13.pdf
Andy Kemp and current trustees of the MA reflect on the MA’s legacy and potential contribution to AMiE.

NAMA and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/14.pdf
Ruth Trundley and the current executive committee of NAMA reflect on NAMA’s legacy and potential contribution to AMiE. Ruth Trundley

NANAMIC and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/15.pdf
John Barton and current trustees of NANAMIC reflect on NANAMIC’s legacy and potential contribution to AMiE.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #teaching #pedagogy #didactics #education #atm #amie #MT #MT298

The Association for Mathematics in Education launched on 1 December 2025 https://amie.org.uk/

These articles are also available to non-members

AMET and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/11.pdf
Sally Bamber and Ashley Compton, with current AMET committee members reflect on AMET’s legacy and potential contribution to AMiE.

ATM and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/12.pdf
Helen Madeley on behalf of General Council reflects on ATM’s legacy and the potential contribution to AMiE.

From the MA to AMiE: celebrating a legacy, forging a stronger future https://atm.org.uk/write/MediaUploads/Journals/MT298/13.pdf
Andy Kemp and current trustees of the MA reflect on the MA’s legacy and potential contribution to AMiE.

NAMA and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/14.pdf
Ruth Trundley and the current executive committee of NAMA reflect on NAMA’s legacy and potential contribution to AMiE. Ruth Trundley

NANAMIC and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/15.pdf
John Barton and current trustees of NANAMIC reflect on NANAMIC’s legacy and potential contribution to AMiE.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #teaching #pedagogy #didactics #education #atm #amie #MT #MT298

The Association for Mathematics in Education launched on 1 December 2025 https://amie.org.uk/

These articles are also available to non-members

AMET and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/11.pdf
Sally Bamber and Ashley Compton, with current AMET committee members reflect on AMET’s legacy and potential contribution to AMiE.

ATM and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/12.pdf
Helen Madeley on behalf of General Council reflects on ATM’s legacy and the potential contribution to AMiE.

From the MA to AMiE: celebrating a legacy, forging a stronger future https://atm.org.uk/write/MediaUploads/Journals/MT298/13.pdf
Andy Kemp and current trustees of the MA reflect on the MA’s legacy and potential contribution to AMiE.

NAMA and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/14.pdf
Ruth Trundley and the current executive committee of NAMA reflect on NAMA’s legacy and potential contribution to AMiE. Ruth Trundley

NANAMIC and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/15.pdf
John Barton and current trustees of NANAMIC reflect on NANAMIC’s legacy and potential contribution to AMiE.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #teaching #pedagogy #didactics #education #atm #amie #MT #MT298

The Association for Mathematics in Education launched on 1 December 2025 https://amie.org.uk/

These articles are also available to non-members

AMET and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/11.pdf
Sally Bamber and Ashley Compton, with current AMET committee members reflect on AMET’s legacy and potential contribution to AMiE.

ATM and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/12.pdf
Helen Madeley on behalf of General Council reflects on ATM’s legacy and the potential contribution to AMiE.

From the MA to AMiE: celebrating a legacy, forging a stronger future https://atm.org.uk/write/MediaUploads/Journals/MT298/13.pdf
Andy Kemp and current trustees of the MA reflect on the MA’s legacy and potential contribution to AMiE.

NAMA and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/14.pdf
Ruth Trundley and the current executive committee of NAMA reflect on NAMA’s legacy and potential contribution to AMiE. Ruth Trundley

NANAMIC and AMiE https://atm.org.uk/write/MediaUploads/Journals/MT298/15.pdf
John Barton and current trustees of NANAMIC reflect on NANAMIC’s legacy and potential contribution to AMiE.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #teaching #pedagogy #didactics #education #atm #amie #MT #MT298

Mathematics Teaching 298 now available online https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177733

Design by me

Free articles for non-members:

For the classroom: seasonal mathematics https://atm.org.uk/write/MediaUploads/Journals/MT298/08.pdf
Sue Pope shares some personal favourites.

When can things be added together? Tom Francome and Colin Foster https://atm.org.uk/write/MediaUploads/Journals/MT298/07.pdf
Tom Francome and Colin Foster find that simple addition is not as simple as it might seem.

Remembering Paul Stephenson https://atm.org.uk/write/MediaUploads/Journals/MT298/17.pdf
Sue Pope remembers Paul Stephenson (1947–2025).

Book review: Descent into Infinity Heather Odell https://atm.org.uk/write/MediaUploads/Journals/MT298/18.pdf
Heather Odell reviews an adventure story with some mathematics, Edward Cookson’s ‘Descent into Infinity’.

Book review: Make Your Own Rainbow https://atm.org.uk/write/MediaUploads/Journals/MT298/19.pdf
Alan Cross reviews ‘Make Your Own Rainbow: a colourful approach to all things STEAM’ by Leonie Briggs from Crown House Publishing.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #teaching #pedagogy #didactics #education #design #GraphicDesign #atm #amie #MT #MT298

Mathematics Teaching 298 now available online https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177733

Design by me

Free articles for non-members:

For the classroom: seasonal mathematics https://atm.org.uk/write/MediaUploads/Journals/MT298/08.pdf
Sue Pope shares some personal favourites.

When can things be added together? Tom Francome and Colin Foster https://atm.org.uk/write/MediaUploads/Journals/MT298/07.pdf
Tom Francome and Colin Foster find that simple addition is not as simple as it might seem.

Remembering Paul Stephenson https://atm.org.uk/write/MediaUploads/Journals/MT298/17.pdf
Sue Pope remembers Paul Stephenson (1947–2025).

Book review: Descent into Infinity Heather Odell https://atm.org.uk/write/MediaUploads/Journals/MT298/18.pdf
Heather Odell reviews an adventure story with some mathematics, Edward Cookson’s ‘Descent into Infinity’.

Book review: Make Your Own Rainbow https://atm.org.uk/write/MediaUploads/Journals/MT298/19.pdf
Alan Cross reviews ‘Make Your Own Rainbow: a colourful approach to all things STEAM’ by Leonie Briggs from Crown House Publishing.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #teaching #pedagogy #didactics #education #design #GraphicDesign #atm #amie #MT #MT298

Mathematics Teaching 298 now available online https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177733

Design by me

Free articles for non-members:

For the classroom: seasonal mathematics https://atm.org.uk/write/MediaUploads/Journals/MT298/08.pdf
Sue Pope shares some personal favourites.

When can things be added together? Tom Francome and Colin Foster https://atm.org.uk/write/MediaUploads/Journals/MT298/07.pdf
Tom Francome and Colin Foster find that simple addition is not as simple as it might seem.

Remembering Paul Stephenson https://atm.org.uk/write/MediaUploads/Journals/MT298/17.pdf
Sue Pope remembers Paul Stephenson (1947–2025).

Book review: Descent into Infinity Heather Odell https://atm.org.uk/write/MediaUploads/Journals/MT298/18.pdf
Heather Odell reviews an adventure story with some mathematics, Edward Cookson’s ‘Descent into Infinity’.

Book review: Make Your Own Rainbow https://atm.org.uk/write/MediaUploads/Journals/MT298/19.pdf
Alan Cross reviews ‘Make Your Own Rainbow: a colourful approach to all things STEAM’ by Leonie Briggs from Crown House Publishing.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #teaching #pedagogy #didactics #education #design #GraphicDesign #atm #amie #MT #MT298

Mathematics Teaching 298 now available online https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177733

Design by me

Free articles for non-members:

For the classroom: seasonal mathematics https://atm.org.uk/write/MediaUploads/Journals/MT298/08.pdf
Sue Pope shares some personal favourites.

When can things be added together? Tom Francome and Colin Foster https://atm.org.uk/write/MediaUploads/Journals/MT298/07.pdf
Tom Francome and Colin Foster find that simple addition is not as simple as it might seem.

Remembering Paul Stephenson https://atm.org.uk/write/MediaUploads/Journals/MT298/17.pdf
Sue Pope remembers Paul Stephenson (1947–2025).

Book review: Descent into Infinity Heather Odell https://atm.org.uk/write/MediaUploads/Journals/MT298/18.pdf
Heather Odell reviews an adventure story with some mathematics, Edward Cookson’s ‘Descent into Infinity’.

Book review: Make Your Own Rainbow https://atm.org.uk/write/MediaUploads/Journals/MT298/19.pdf
Alan Cross reviews ‘Make Your Own Rainbow: a colourful approach to all things STEAM’ by Leonie Briggs from Crown House Publishing.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #teaching #pedagogy #didactics #education #design #GraphicDesign #atm #amie #MT #MT298

Mathematics Teaching 298 now available online https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177733

Design by me

Free articles for non-members:

For the classroom: seasonal mathematics https://atm.org.uk/write/MediaUploads/Journals/MT298/08.pdf
Sue Pope shares some personal favourites.

When can things be added together? Tom Francome and Colin Foster https://atm.org.uk/write/MediaUploads/Journals/MT298/07.pdf
Tom Francome and Colin Foster find that simple addition is not as simple as it might seem.

Remembering Paul Stephenson https://atm.org.uk/write/MediaUploads/Journals/MT298/17.pdf
Sue Pope remembers Paul Stephenson (1947–2025).

Book review: Descent into Infinity Heather Odell https://atm.org.uk/write/MediaUploads/Journals/MT298/18.pdf
Heather Odell reviews an adventure story with some mathematics, Edward Cookson’s ‘Descent into Infinity’.

Book review: Make Your Own Rainbow https://atm.org.uk/write/MediaUploads/Journals/MT298/19.pdf
Alan Cross reviews ‘Make Your Own Rainbow: a colourful approach to all things STEAM’ by Leonie Briggs from Crown House Publishing.

#MathematicsTeaching #iTeachMath #MathEd #MathsEd #Math #Mathematics #teaching #pedagogy #didactics #education #design #GraphicDesign #atm #amie #MT #MT298

@SmartmanApps
Thanks for you insights.

I think the threading on my server means it's easier to view the whole thread directly at https://dotnet.social/@SmartmanApps/115524576264052792

#iTeachMath #Mathematic sEducation #MathEd #MathEdChat #MathsEd #MathsEdChat
#education #mathematics #math #didactics #pedagogy

@SmartmanApps
Thanks for you insights.

I think the threading on my server means it's easier to view the whole thread directly at https://dotnet.social/@SmartmanApps/115524576264052792

#iTeachMath #Mathematic sEducation #MathEd #MathEdChat #MathsEd #MathsEdChat
#education #mathematics #math #didactics #pedagogy

@SmartmanApps
Thanks for you insights.

I think the threading on my server means it's easier to view the whole thread directly at https://dotnet.social/@SmartmanApps/115524576264052792

#iTeachMath #Mathematic sEducation #MathEd #MathEdChat #MathsEd #MathsEdChat
#education #mathematics #math #didactics #pedagogy

@SmartmanApps
Thanks for you insights.

I think the threading on my server means it's easier to view the whole thread directly at https://dotnet.social/@SmartmanApps/115524576264052792

#iTeachMath #Mathematic sEducation #MathEd #MathEdChat #MathsEd #MathsEdChat
#education #mathematics #math #didactics #pedagogy

@SmartmanApps
Thanks for you insights.

I think the threading on my server means it's easier to view the whole thread directly at https://dotnet.social/@SmartmanApps/115524576264052792

#iTeachMath #Mathematic sEducation #MathEd #MathEdChat #MathsEd #MathsEdChat
#education #mathematics #math #didactics #pedagogy

@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

@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
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

@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
A puzzle from Seymour Papert's Mindstorms:

"A monkey and a rock are attached to opposite ends of a rope that is hung over a pulley. The monkey and the rock are of equal weight and balance one another. The monkey begins to climb the rope. What happens to the rock?"

What is your reasoning and what were your assumptions? If you know the answer, what was your first answer?

#puzzle #MathEd #MathsEd #iTeachMath #physics #mechanics

@leon_p_smith
A puzzle from Seymour Papert's Mindstorms:

"A monkey and a rock are attached to opposite ends of a rope that is hung over a pulley. The monkey and the rock are of equal weight and balance one another. The monkey begins to climb the rope. What happens to the rock?"

What is your reasoning and what were your assumptions? If you know the answer, what was your first answer?

#puzzle #MathEd #MathsEd #iTeachMath #physics #mechanics

@leon_p_smith
A puzzle from Seymour Papert's Mindstorms:

"A monkey and a rock are attached to opposite ends of a rope that is hung over a pulley. The monkey and the rock are of equal weight and balance one another. The monkey begins to climb the rope. What happens to the rock?"

What is your reasoning and what were your assumptions? If you know the answer, what was your first answer?

#puzzle #MathEd #MathsEd #iTeachMath #physics #mechanics