#mathsedchat — Public Fediverse posts

@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

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

For people who like to explain maths:

Suppose you have a struggling student, and you need to explain why:

"Probability of one in five"

... is the same as ...

"Odds of one to four".

How would you do that?

#MathEd #MathEdChat #MTBoS
#MathsEd #MathsEdChat

Other HashTags?

I've been thinking about this for ages, but never had the time to craft the words around it.

People keep saying that "Maths should be fun" ... and I push back with "It should be engaging ... 'fun' is a different thing.

So @rakhichawla has posted pretty much exactly this, but better than I ever could.

I'm copying it here with permission.

Please read this, then as it says at the end ... let's have a deeper conversation about this ...

1/n

(PS: I'd love this to get boosted to get outside my bubble ... you're all amazing, but there will be other opinions, and other thoughts that could be helpful or valuable)

Hashtags: #MathEd #MathsEd #MathEdChat #MathsEdChat #MathChat #MathsChat #MTBoS #TMWYK

Some time ago ... (A month!) ... there was a thread on Twitter that I think should be shared here. I've been trying to extract and post it semi-automatically, but Twitter just makes it damn near impossible.

So I'm copying it "by hand"

Here's a chart of the full conversation:

https://www.solipsys.co.uk/Chartter/1856750472826085652.svg

Here's the head of the conversation:

https://x.com/TweetingCynical/status/1856750459110986045

#MTBoS #TMWYK
#MathChat #MathsChat
#MathEd #MathEdChat
#MathsEd #MathsEdChat

I will occasionally update the chart of *this* conversation, and it will be here:

https://www.solipsys.co.uk/Chartodon/TeachingTellingTheTime.svg

Here is the content ...

Maths education is hard, but the people talking about it should talk to the people doing it !!

There will never be agreement, but it can and should be better than it is. Remaining in silos will not help, and neither will adversarial attitudes.

https://mathstodon.xyz/@geonz/112685214690952005

So many hashtags:

#MathEd
#MathsEd
#MathEdChat
#MathsEdChat
#MathEducation
#MathsEducation
#MTBoS

Maths education is hard, but the people talking about it should talk to the people doing it !!

There will never be agreement, but it can and should be better than it is. Remaining in silos will not help, and neither will adversarial attitudes.

https://mathstodon.xyz/@geonz/112685214690952005

So many hashtags:

#MathEd
#MathsEd
#MathEdChat
#MathsEdChat
#MathEducation
#MathsEducation
#MTBoS

Maths education is hard, but the people talking about it should talk to the people doing it !!

There will never be agreement, but it can and should be better than it is. Remaining in silos will not help, and neither will adversarial attitudes.

https://mathstodon.xyz/@geonz/112685214690952005

So many hashtags:

#MathEd
#MathsEd
#MathEdChat
#MathsEdChat
#MathEducation
#MathsEducation
#MTBoS

Maths education is hard, but the people talking about it should talk to the people doing it !!

There will never be agreement, but it can and should be better than it is. Remaining in silos will not help, and neither will adversarial attitudes.

https://mathstodon.xyz/@geonz/112685214690952005

So many hashtags:

#MathEd
#MathsEd
#MathEdChat
#MathsEdChat
#MathEducation
#MathsEducation
#MTBoS

Maths education is hard, but the people talking about it should talk to the people doing it !!

There will never be agreement, but it can and should be better than it is. Remaining in silos will not help, and neither will adversarial attitudes.

https://mathstodon.xyz/@geonz/112685214690952005

So many hashtags:

#MathEd
#MathsEd
#MathEdChat
#MathsEdChat
#MathEducation
#MathsEducation
#MTBoS

This week saw a load of brand new Maths resources released on https://drfrostmaths.com/.

Links to PowerPoints and Worksheets for over 30 topics can be found here:
https://www.drfrostmaths.com/display-globalemail.php?geid=265

These included lessons on Angles in Parallel Lines from me - check out the images below for a sample of what's included.

#MathsEducation
#MathsEdChat

This week saw a load of brand new Maths resources released on https://drfrostmaths.com/.

Links to PowerPoints and Worksheets for over 30 topics can be found here:
https://www.drfrostmaths.com/display-globalemail.php?geid=265

These included lessons on Angles in Parallel Lines from me - check out the images below for a sample of what's included.

#MathsEducation
#MathsEdChat

This week saw a load of brand new Maths resources released on https://drfrostmaths.com/.

Links to PowerPoints and Worksheets for over 30 topics can be found here:
https://www.drfrostmaths.com/display-globalemail.php?geid=265

These included lessons on Angles in Parallel Lines from me - check out the images below for a sample of what's included.

#MathsEducation
#MathsEdChat

This week saw a load of brand new Maths resources released on https://drfrostmaths.com/.

Links to PowerPoints and Worksheets for over 30 topics can be found here:
https://www.drfrostmaths.com/display-globalemail.php?geid=265

These included lessons on Angles in Parallel Lines from me - check out the images below for a sample of what's included.

#MathsEducation
#MathsEdChat

This week saw a load of brand new Maths resources released on https://drfrostmaths.com/.

Links to PowerPoints and Worksheets for over 30 topics can be found here:
https://www.drfrostmaths.com/display-globalemail.php?geid=265

These included lessons on Angles in Parallel Lines from me - check out the images below for a sample of what's included.

#MathsEducation
#MathsEdChat

New Blog 🌟

(Slightly) Re-thinking the example-problem pair

https://sketchcpd.com/viewBlog?id=31

#MathsEdChat #MTBoS #MathsTeaching #MathsEducation #Pedagogy #MathEd #MathsEd

New Blog 🌟

(Slightly) Re-thinking the example-problem pair

https://sketchcpd.com/viewBlog?id=31

#MathsEdChat #MTBoS #MathsTeaching #MathsEducation #Pedagogy #MathEd #MathsEd

New Blog 🌟

(Slightly) Re-thinking the example-problem pair

https://sketchcpd.com/viewBlog?id=31

#MathsEdChat #MTBoS #MathsTeaching #MathsEducation #Pedagogy #MathEd #MathsEd

New Blog 🌟

(Slightly) Re-thinking the example-problem pair

https://sketchcpd.com/viewBlog?id=31

#MathsEdChat #MTBoS #MathsTeaching #MathsEducation #Pedagogy #MathEd #MathsEd

Posting on here definitely feels different and more like posting into the void...but I kind of like it. It's freeing not worrying about a post getting likes (favourites) or replies and just saying what I feel.

Today I've been thinking about autonomy in planning maths lessons. Prompted by many things but brought to the forefront by Craig Barton's blog this morning (Link below)

I'm trying to mentally wrestle with the idea that I have, in the past, disliked being told how to teach if it's too prescriptive...I hated the thought of some structures I'd seen in other schools such as compulsory 10 minute retrieval where the questions were pre-prepared by someone else.
But I also find myself wanting to dictate methods, approaches and sometimes even a whole series of lessons.
But the crucial thing here is that I think I was scarred by some particularly bad ideas. Whole-school T&L policies which were driven by subjects very different to maths. Perhaps this made me resistant to being told to do something.
Now that we know better (I hope), are there aspects that could be much more prescribed?
And could there potentially be more creativity that comes from this? If we give teachers time back with the basics of lessons planned will there be more time for tweaking/adapting/thinking creatively about how to improve things?

https://open.substack.com/pub/eedi/p/how-prescriptive-should-a-head-of?r=38x5e&utm_campaign=post&utm_medium=email

#MathsEdChat #MTBoS #MathsEducation #TeachingMaths #MathsTeaching

Posting on here definitely feels different and more like posting into the void...but I kind of like it. It's freeing not worrying about a post getting likes (favourites) or replies and just saying what I feel.

Today I've been thinking about autonomy in planning maths lessons. Prompted by many things but brought to the forefront by Craig Barton's blog this morning (Link below)

I'm trying to mentally wrestle with the idea that I have, in the past, disliked being told how to teach if it's too prescriptive...I hated the thought of some structures I'd seen in other schools such as compulsory 10 minute retrieval where the questions were pre-prepared by someone else.
But I also find myself wanting to dictate methods, approaches and sometimes even a whole series of lessons.
But the crucial thing here is that I think I was scarred by some particularly bad ideas. Whole-school T&L policies which were driven by subjects very different to maths. Perhaps this made me resistant to being told to do something.
Now that we know better (I hope), are there aspects that could be much more prescribed?
And could there potentially be more creativity that comes from this? If we give teachers time back with the basics of lessons planned will there be more time for tweaking/adapting/thinking creatively about how to improve things?

https://open.substack.com/pub/eedi/p/how-prescriptive-should-a-head-of?r=38x5e&utm_campaign=post&utm_medium=email

#MathsEdChat #MTBoS #MathsEducation #TeachingMaths #MathsTeaching

Posting on here definitely feels different and more like posting into the void...but I kind of like it. It's freeing not worrying about a post getting likes (favourites) or replies and just saying what I feel.

Today I've been thinking about autonomy in planning maths lessons. Prompted by many things but brought to the forefront by Craig Barton's blog this morning (Link below)

I'm trying to mentally wrestle with the idea that I have, in the past, disliked being told how to teach if it's too prescriptive...I hated the thought of some structures I'd seen in other schools such as compulsory 10 minute retrieval where the questions were pre-prepared by someone else.
But I also find myself wanting to dictate methods, approaches and sometimes even a whole series of lessons.
But the crucial thing here is that I think I was scarred by some particularly bad ideas. Whole-school T&L policies which were driven by subjects very different to maths. Perhaps this made me resistant to being told to do something.
Now that we know better (I hope), are there aspects that could be much more prescribed?
And could there potentially be more creativity that comes from this? If we give teachers time back with the basics of lessons planned will there be more time for tweaking/adapting/thinking creatively about how to improve things?

https://open.substack.com/pub/eedi/p/how-prescriptive-should-a-head-of?r=38x5e&utm_campaign=post&utm_medium=email

#MathsEdChat #MTBoS #MathsEducation #TeachingMaths #MathsTeaching

Posting on here definitely feels different and more like posting into the void...but I kind of like it. It's freeing not worrying about a post getting likes (favourites) or replies and just saying what I feel.

Today I've been thinking about autonomy in planning maths lessons. Prompted by many things but brought to the forefront by Craig Barton's blog this morning (Link below)

I'm trying to mentally wrestle with the idea that I have, in the past, disliked being told how to teach if it's too prescriptive...I hated the thought of some structures I'd seen in other schools such as compulsory 10 minute retrieval where the questions were pre-prepared by someone else.
But I also find myself wanting to dictate methods, approaches and sometimes even a whole series of lessons.
But the crucial thing here is that I think I was scarred by some particularly bad ideas. Whole-school T&L policies which were driven by subjects very different to maths. Perhaps this made me resistant to being told to do something.
Now that we know better (I hope), are there aspects that could be much more prescribed?
And could there potentially be more creativity that comes from this? If we give teachers time back with the basics of lessons planned will there be more time for tweaking/adapting/thinking creatively about how to improve things?

https://open.substack.com/pub/eedi/p/how-prescriptive-should-a-head-of?r=38x5e&utm_campaign=post&utm_medium=email

#MathsEdChat #MTBoS #MathsEducation #TeachingMaths #MathsTeaching

Posting on here definitely feels different and more like posting into the void...but I kind of like it. It's freeing not worrying about a post getting likes (favourites) or replies and just saying what I feel.

Today I've been thinking about autonomy in planning maths lessons. Prompted by many things but brought to the forefront by Craig Barton's blog this morning (Link below)

I'm trying to mentally wrestle with the idea that I have, in the past, disliked being told how to teach if it's too prescriptive...I hated the thought of some structures I'd seen in other schools such as compulsory 10 minute retrieval where the questions were pre-prepared by someone else.
But I also find myself wanting to dictate methods, approaches and sometimes even a whole series of lessons.
But the crucial thing here is that I think I was scarred by some particularly bad ideas. Whole-school T&L policies which were driven by subjects very different to maths. Perhaps this made me resistant to being told to do something.
Now that we know better (I hope), are there aspects that could be much more prescribed?
And could there potentially be more creativity that comes from this? If we give teachers time back with the basics of lessons planned will there be more time for tweaking/adapting/thinking creatively about how to improve things?

https://open.substack.com/pub/eedi/p/how-prescriptive-should-a-head-of?r=38x5e&utm_campaign=post&utm_medium=email

#MathsEdChat #MTBoS #MathsEducation #TeachingMaths #MathsTeaching

Enjoying playing around with @StudyMaths's hot-off-the-press Set Notation Completion Table Generator:

https://mathsbot.com/tables/sets

I particularly like the second task for exploring the difference between the empty set and the set only containing 0.
(although it does rely on 0 being considered a square number, which I'm not entirely happy with)

#MathsEducation #MathsEdChat

Enjoying playing around with @StudyMaths's hot-off-the-press Set Notation Completion Table Generator:

https://mathsbot.com/tables/sets

I particularly like the second task for exploring the difference between the empty set and the set only containing 0.
(although it does rely on 0 being considered a square number, which I'm not entirely happy with)

#MathsEducation #MathsEdChat

Enjoying playing around with @StudyMaths's hot-off-the-press Set Notation Completion Table Generator:

https://mathsbot.com/tables/sets

I particularly like the second task for exploring the difference between the empty set and the set only containing 0.
(although it does rely on 0 being considered a square number, which I'm not entirely happy with)

#MathsEducation #MathsEdChat

Enjoying playing around with @StudyMaths's hot-off-the-press Set Notation Completion Table Generator:

https://mathsbot.com/tables/sets

I particularly like the second task for exploring the difference between the empty set and the set only containing 0.
(although it does rely on 0 being considered a square number, which I'm not entirely happy with)

#MathsEducation #MathsEdChat