#mathseducation — Public Fediverse posts

Hey #MathEducation people,
I remember some time ago reading how optimal outcomes for understanding and conceptual learning in mathematics happened when the students were in control of the pacing of the learning, but the teacher still chose and sequenced the content.

Now I need to find this research again because a bunch of parents are giving my fellow teacher grief for “Not finishing the textbook” in yr 7 mathematics!

Can anyone help me find this? (Boosts welcome)
#teaching #mathematics #MathsEducation

Hey #MathEducation people,
I remember some time ago reading how optimal outcomes for understanding and conceptual learning in mathematics happened when the students were in control of the pacing of the learning, but the teacher still chose and sequenced the content.

Now I need to find this research again because a bunch of parents are giving my fellow teacher grief for “Not finishing the textbook” in yr 7 mathematics!

Can anyone help me find this? (Boosts welcome)
#teaching #mathematics #MathsEducation

Hey #MathEducation people,
I remember some time ago reading how optimal outcomes for understanding and conceptual learning in mathematics happened when the students were in control of the pacing of the learning, but the teacher still chose and sequenced the content.

Now I need to find this research again because a bunch of parents are giving my fellow teacher grief for “Not finishing the textbook” in yr 7 mathematics!

Can anyone help me find this? (Boosts welcome)
#teaching #mathematics #MathsEducation

Hey #MathEducation people,
I remember some time ago reading how optimal outcomes for understanding and conceptual learning in mathematics happened when the students were in control of the pacing of the learning, but the teacher still chose and sequenced the content.

Now I need to find this research again because a bunch of parents are giving my fellow teacher grief for “Not finishing the textbook” in yr 7 mathematics!

Can anyone help me find this? (Boosts welcome)
#teaching #mathematics #MathsEducation

Hey #MathEducation people,
I remember some time ago reading how optimal outcomes for understanding and conceptual learning in mathematics happened when the students were in control of the pacing of the learning, but the teacher still chose and sequenced the content.

Now I need to find this research again because a bunch of parents are giving my fellow teacher grief for “Not finishing the textbook” in yr 7 mathematics!

Can anyone help me find this? (Boosts welcome)
#teaching #mathematics #MathsEducation

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

UK’s climate progress is being derailed by dodgy maths | Sunak’s calculations on net zero don’t add up – maybe he would benefit from the extended maths education he has recently advocated | Martin Brooks

#NetZero #MathsEducation #Sunak
https://yorkshirebylines.co.uk/news/environment/uks-climate-progress-is-being-derailed-by-dodgy-maths/

UK’s climate progress is being derailed by dodgy maths | Sunak’s calculations on net zero don’t add up – maybe he would benefit from the extended maths education he has recently advocated | Martin Brooks

#NetZero #MathsEducation #Sunak
https://yorkshirebylines.co.uk/news/environment/uks-climate-progress-is-being-derailed-by-dodgy-maths/

UK’s climate progress is being derailed by dodgy maths | Sunak’s calculations on net zero don’t add up – maybe he would benefit from the extended maths education he has recently advocated | Martin Brooks

#NetZero #MathsEducation #Sunak
https://yorkshirebylines.co.uk/news/environment/uks-climate-progress-is-being-derailed-by-dodgy-maths/

UK’s climate progress is being derailed by dodgy maths | Sunak’s calculations on net zero don’t add up – maybe he would benefit from the extended maths education he has recently advocated | Martin Brooks

#NetZero #MathsEducation #Sunak
https://yorkshirebylines.co.uk/news/environment/uks-climate-progress-is-being-derailed-by-dodgy-maths/

UK’s climate progress is being derailed by dodgy maths | Sunak’s calculations on net zero don’t add up – maybe he would benefit from the extended maths education he has recently advocated | Martin Brooks

#NetZero #MathsEducation #Sunak
https://yorkshirebylines.co.uk/news/environment/uks-climate-progress-is-being-derailed-by-dodgy-maths/

Discover the fascinating intersection of neuroscience and education in our latest feature! Dive into this article from EdSurge and explore how understanding the brain can transform teaching methods. https://www.edsurge.com/news/2023-11-17-this-is-your-brain-on-math-the-science-behind-culturally-responsive-instruction
Whether you're an educator, a learner, or simply passionate about the future of education, this piece offers valuable insights into how we can make learning more inclusive and effective for everyone.
#CulturallyResponsiveTeaching #MathsEducation #FutureofEducation

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

A great comment from @DavidBedford on my BIDMAS (etc) post: "#Mathematics needs conventions but conventions are not mathematics."

https://tommaths.blogspot.com/2023/08/teachers-and-bidmas-bodmas-pemdas-gems.html

#maths #MathsEducation

A great comment from @DavidBedford on my BIDMAS (etc) post: "#Mathematics needs conventions but conventions are not mathematics."

https://tommaths.blogspot.com/2023/08/teachers-and-bidmas-bodmas-pemdas-gems.html

#maths #MathsEducation

A great comment from @DavidBedford on my BIDMAS (etc) post: "#Mathematics needs conventions but conventions are not mathematics."

https://tommaths.blogspot.com/2023/08/teachers-and-bidmas-bodmas-pemdas-gems.html

#maths #MathsEducation

A great comment from @DavidBedford on my BIDMAS (etc) post: "#Mathematics needs conventions but conventions are not mathematics."

https://tommaths.blogspot.com/2023/08/teachers-and-bidmas-bodmas-pemdas-gems.html

#maths #MathsEducation

A great comment from @DavidBedford on my BIDMAS (etc) post: "#Mathematics needs conventions but conventions are not mathematics."

https://tommaths.blogspot.com/2023/08/teachers-and-bidmas-bodmas-pemdas-gems.html

#maths #MathsEducation

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

#introduction time!

I'm Alex, creator of https://vicmathsnotes.weebly.com a website chock full of resources dedicated to helping students and teachers with their #MathsEducation all freely available and I'm one of the authors for the Oxford Maths 7–10 series (VIC, AUS, NSW editions).

I'm a #MathsTeacher and have been a #MathsTutor for 10 years. I'm always looking for more ways I can help other teachers improve by resource creation or delivering PD. DM or look here for more info: https://vicmathsnotes.weebly.com/workshops.html

If you're interested in #Engelmann and #DirectInstruction #DI feel free to reach out or use my summary of Theory of Instruction: https://drive.google.com/file/d/1I_mMMo5Ufw715n-KY18I7P0XhByFARhk/view

#introduction time!

I'm Alex, creator of https://vicmathsnotes.weebly.com a website chock full of resources dedicated to helping students and teachers with their #MathsEducation all freely available and I'm one of the authors for the Oxford Maths 7–10 series (VIC, AUS, NSW editions).

I'm a #MathsTeacher and have been a #MathsTutor for 10 years. I'm always looking for more ways I can help other teachers improve by resource creation or delivering PD. DM or look here for more info: https://vicmathsnotes.weebly.com/workshops.html

If you're interested in #Engelmann and #DirectInstruction #DI feel free to reach out or use my summary of Theory of Instruction: https://drive.google.com/file/d/1I_mMMo5Ufw715n-KY18I7P0XhByFARhk/view

#introduction time!

I'm Alex, creator of https://vicmathsnotes.weebly.com a website chock full of resources dedicated to helping students and teachers with their #MathsEducation all freely available and I'm one of the authors for the Oxford Maths 7–10 series (VIC, AUS, NSW editions).

I'm a #MathsTeacher and have been a #MathsTutor for 10 years. I'm always looking for more ways I can help other teachers improve by resource creation or delivering PD. DM or look here for more info: https://vicmathsnotes.weebly.com/workshops.html

If you're interested in #Engelmann and #DirectInstruction #DI feel free to reach out or use my summary of Theory of Instruction: https://drive.google.com/file/d/1I_mMMo5Ufw715n-KY18I7P0XhByFARhk/view

#introduction time!

I'm Alex, creator of https://vicmathsnotes.weebly.com a website chock full of resources dedicated to helping students and teachers with their #MathsEducation all freely available and I'm one of the authors for the Oxford Maths 7–10 series (VIC, AUS, NSW editions).

I'm a #MathsTeacher and have been a #MathsTutor for 10 years. I'm always looking for more ways I can help other teachers improve by resource creation or delivering PD. DM or look here for more info: https://vicmathsnotes.weebly.com/workshops.html

If you're interested in #Engelmann and #DirectInstruction #DI feel free to reach out or use my summary of Theory of Instruction: https://drive.google.com/file/d/1I_mMMo5Ufw715n-KY18I7P0XhByFARhk/view

#introduction time!

I'm Alex, creator of https://vicmathsnotes.weebly.com a website chock full of resources dedicated to helping students and teachers with their #MathsEducation all freely available and I'm one of the authors for the Oxford Maths 7–10 series (VIC, AUS, NSW editions).

I'm a #MathsTeacher and have been a #MathsTutor for 10 years. I'm always looking for more ways I can help other teachers improve by resource creation or delivering PD. DM or look here for more info: https://vicmathsnotes.weebly.com/workshops.html

If you're interested in #Engelmann and #DirectInstruction #DI feel free to reach out or use my summary of Theory of Instruction: https://drive.google.com/file/d/1I_mMMo5Ufw715n-KY18I7P0XhByFARhk/view

I've had an account here for 6 years without posting anything... feel like I should probably change that with an #Introduction.

I'm a secondary #MathsTeacher in Nottingham.

I share #MathsEducation resources at https://interwovenmaths.com/

One of my main passions is sharing tasks featuring interweaving: the bringing together of topics from across mathematics to explore their connections.

With that in mind, here's a maths question:
'With 12 cubes, you could make 4 different cuboids (1x1x12, 1x2x6, 1x3x4, 2x2x3).
12 also has 4 non-prime factors (1, 4, 6, 12).
Which other numbers is that true for? Which numbers is it not true for?'

I've had an account here for 6 years without posting anything... feel like I should probably change that with an #Introduction.

I'm a secondary #MathsTeacher in Nottingham.

I share #MathsEducation resources at https://interwovenmaths.com/

One of my main passions is sharing tasks featuring interweaving: the bringing together of topics from across mathematics to explore their connections.

With that in mind, here's a maths question:
'With 12 cubes, you could make 4 different cuboids (1x1x12, 1x2x6, 1x3x4, 2x2x3).
12 also has 4 non-prime factors (1, 4, 6, 12).
Which other numbers is that true for? Which numbers is it not true for?'

I've had an account here for 6 years without posting anything... feel like I should probably change that with an #Introduction.

I'm a secondary #MathsTeacher in Nottingham.

I share #MathsEducation resources at https://interwovenmaths.com/

One of my main passions is sharing tasks featuring interweaving: the bringing together of topics from across mathematics to explore their connections.

With that in mind, here's a maths question:
'With 12 cubes, you could make 4 different cuboids (1x1x12, 1x2x6, 1x3x4, 2x2x3).
12 also has 4 non-prime factors (1, 4, 6, 12).
Which other numbers is that true for? Which numbers is it not true for?'

I've had an account here for 6 years without posting anything... feel like I should probably change that with an #Introduction.

I'm a secondary #MathsTeacher in Nottingham.

I share #MathsEducation resources at https://interwovenmaths.com/

One of my main passions is sharing tasks featuring interweaving: the bringing together of topics from across mathematics to explore their connections.

With that in mind, here's a maths question:
'With 12 cubes, you could make 4 different cuboids (1x1x12, 1x2x6, 1x3x4, 2x2x3).
12 also has 4 non-prime factors (1, 4, 6, 12).
Which other numbers is that true for? Which numbers is it not true for?'