Mastodon 🐘

foldworksFotoVorschlag Tradition / Brauchtum A Fröbel star made from 2 cm wide strips of red and white paper. These are not common in the UK but are a Christmas tradition in some parts of Europe <a href="https://en.wikipedia.org/wiki/Froebel_star" rel="nofollow noopener" translate="no" target="_blank">https://en.wikipedia.org/wiki/Froebel_star</a> In fact, some retailers sell pre-cut paper strips ready to fold. I cut 2 cm strips from A4 paper and each of the four long strips is made from two strips taped together (inside the first fold).I’ve failed to make these in the past because I could not understand the instructions 😅 This is part of some seasonal mathematics for the next issue of Mathematics Teaching.<a href="https://mathstodon.xyz/tags/FotoVorschlag" class="mention hashtag" rel="nofollow noopener" target="_blank">#FotoVorschlag</a> <a href="https://mathstodon.xyz/tags/photography" class="mention hashtag" rel="nofollow noopener" target="_blank">#photography</a> <a href="https://mathstodon.xyz/tags/christmas" class="mention hashtag" rel="nofollow noopener" target="_blank">#christmas</a> <a href="https://mathstodon.xyz/tags/origami" class="mention hashtag" rel="nofollow noopener" target="_blank">#origami</a> <a href="https://mathstodon.xyz/tags/craft" class="mention hashtag" rel="nofollow noopener" target="_blank">#craft</a> <a href="https://mathstodon.xyz/tags/PaperCraft" class="mention hashtag" rel="nofollow noopener" target="_blank">#PaperCraft</a> <a href="https://mathstodon.xyz/tags/MathArt" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathArt</a> <a href="https://mathstodon.xyz/tags/geometry" class="mention hashtag" rel="nofollow noopener" target="_blank">#geometry</a> <a href="https://mathstodon.xyz/tags/MT" class="mention hashtag" rel="nofollow noopener" target="_blank">#MT</a> <a href="https://mathstodon.xyz/tags/MathematicsTeaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathematicsTeaching</a> <a href="https://mathstodon.xyz/tags/MT298" class="mention hashtag" rel="nofollow noopener" target="_blank">#MT298</a>

foldworksMathematics Teaching 297 now available online <a href="https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177732" rel="nofollow noopener" translate="no" target="_blank">https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177732</a>Design by meSix free articles for non-members:For the classroom: fractions Tom Francome offers activities from LUMEN (Loughborough University Mathematics Education Network <a href="https://www.lboro.ac.uk/lumen" rel="nofollow noopener" translate="no" target="_blank">https://www.lboro.ac.uk/lumen</a>). <a href="https://atm.org.uk/write/MediaUploads/Journals/MT297/08.pdf" rel="nofollow noopener" translate="no" target="_blank">https://atm.org.uk/write/MediaUploads/Journals/MT297/08.pdf</a>Critical mathematics education student teachers’ perspectives Manjinder K. Jagdev and her student teachers reflect on their experiences of developing critical mathematics education and social justice themes in initial teacher education courses <a href="https://atm.org.uk/write/MediaUploads/Journals/MT297/10.pdf" rel="nofollow noopener" translate="no" target="_blank">https://atm.org.uk/write/MediaUploads/Journals/MT297/10.pdf</a>Awareness of the division of fractions keep your flipping change to yourself! Sam Brace describes a unit of work that uses learners’ powers of the mind to understand the division of fractions. <a href="https://atm.org.uk/write/MediaUploads/Journals/MT297/11.pdf" rel="nofollow noopener" translate="no" target="_blank">https://atm.org.uk/write/MediaUploads/Journals/MT297/11.pdf</a>Jan Potworowski the quest to humanise mathematics education George Knights and Lyndon Baker have prepared this tribute to Jan Potworowski. <a href="https://atm.org.uk/write/MediaUploads/Journals/MT297/13.pdf" rel="nofollow noopener" translate="no" target="_blank">https://atm.org.uk/write/MediaUploads/Journals/MT297/13.pdf</a>Julian Williams teacher researcher theorist. 1954–2025 Geoff Wake and Laura Black celebrate Julian Williams’s contribution to mathematics Education. <a href="https://atm.org.uk/write/MediaUploads/Journals/MT297/14.pdf" rel="nofollow noopener" translate="no" target="_blank">https://atm.org.uk/write/MediaUploads/Journals/MT297/14.pdf</a>I want to remember... In memory of Julian Williams by Laya Hooshyari. <a href="https://atm.org.uk/write/MediaUploads/Journals/MT297/15.pdf" rel="nofollow noopener" translate="no" target="_blank">https://atm.org.uk/write/MediaUploads/Journals/MT297/15.pdf</a><a href="https://mathstodon.xyz/tags/MathematicsTeaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathematicsTeaching</a> <a href="https://mathstodon.xyz/tags/iTeachMath" class="mention hashtag" rel="nofollow noopener" target="_blank">#iTeachMath</a> <a href="https://mathstodon.xyz/tags/MathEd" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathEd</a> <a href="https://mathstodon.xyz/tags/MathsEd" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathsEd</a> <a href="https://mathstodon.xyz/tags/Math" class="mention hashtag" rel="nofollow noopener" target="_blank">#Math</a> <a href="https://mathstodon.xyz/tags/Mathematics" class="mention hashtag" rel="nofollow noopener" target="_blank">#Mathematics</a> <a href="https://mathstodon.xyz/tags/teaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#teaching</a> <a href="https://mathstodon.xyz/tags/pedagogy" class="mention hashtag" rel="nofollow noopener" target="_blank">#pedagogy</a> <a href="https://mathstodon.xyz/tags/didactics" class="mention hashtag" rel="nofollow noopener" target="_blank">#didactics</a> <a href="https://mathstodon.xyz/tags/education" class="mention hashtag" rel="nofollow noopener" target="_blank">#education</a> <a href="https://mathstodon.xyz/tags/design" class="mention hashtag" rel="nofollow noopener" target="_blank">#design</a> <a href="https://mathstodon.xyz/tags/GraphicDesign" class="mention hashtag" rel="nofollow noopener" target="_blank">#GraphicDesign</a> <a href="https://mathstodon.xyz/tags/atm" class="mention hashtag" rel="nofollow noopener" target="_blank">#atm</a> <a href="https://mathstodon.xyz/tags/MT" class="mention hashtag" rel="nofollow noopener" target="_blank">#MT</a> <a href="https://mathstodon.xyz/tags/MT297" class="mention hashtag" rel="nofollow noopener" target="_blank">#MT297</a>

foldworksMathematics Teaching 296 now available online <a href="https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177731" rel="nofollow noopener" translate="no" target="_blank">https://atm.org.uk/Mathematics-Teaching-Journal-Archive/177731</a>Design and cover photographs by meFour free articles for non-members:Everyone can think mathematically by Tom Francome Tom Francome explores ways of developing the mathematical thinking of all students, including low attainers. <a href="https://atm.org.uk/write/MediaUploads/Journals/MT296/02.pdf" rel="nofollow noopener" translate="no" target="_blank">https://atm.org.uk/write/MediaUploads/Journals/MT296/02.pdf</a>Book review Learning with AI by Ian Benson Ian Benson reviews 'Learning with AI' by Joan Monahan Watson published by Johns Hopkins University Press (296 pages, $24.95) <a href="https://atm.org.uk/write/MediaUploads/Journals/MT296/14.pdf" rel="nofollow noopener" translate="no" target="_blank">https://atm.org.uk/write/MediaUploads/Journals/MT296/14.pdf</a>Book review Breaking images by Pete Wright Pete Wright reviews ‘Breaking images: Iconoclastic analyses of mathematics and its education’, edited by Brian Greer, David Kollosche, and Ole Skovsmose. <a href="https://atm.org.uk/write/MediaUploads/Journals/MT296/15.pdf" rel="nofollow noopener" translate="no" target="_blank">https://atm.org.uk/write/MediaUploads/Journals/MT296/15.pdf</a>Ole Skovsmose—the man who put the critique in critical mathematics education by Peter Gates Peter Gates has collated this obituary for Ole Skovmose. <a href="https://atm.org.uk/write/MediaUploads/Journals/MT296/16.pdf" rel="nofollow noopener" translate="no" target="_blank">https://atm.org.uk/write/MediaUploads/Journals/MT296/16.pdf</a><a href="https://mathstodon.xyz/tags/MathematicsTeaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathematicsTeaching</a> <a href="https://mathstodon.xyz/tags/iTeachMath" class="mention hashtag" rel="nofollow noopener" target="_blank">#iTeachMath</a> <a href="https://mathstodon.xyz/tags/MathEd" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathEd</a> <a href="https://mathstodon.xyz/tags/MathsEd" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathsEd</a> <a href="https://mathstodon.xyz/tags/Math" class="mention hashtag" rel="nofollow noopener" target="_blank">#Math</a> <a href="https://mathstodon.xyz/tags/Mathematics" class="mention hashtag" rel="nofollow noopener" target="_blank">#Mathematics</a> <a href="https://mathstodon.xyz/tags/education" class="mention hashtag" rel="nofollow noopener" target="_blank">#education</a> <a href="https://mathstodon.xyz/tags/design" class="mention hashtag" rel="nofollow noopener" target="_blank">#design</a> <a href="https://mathstodon.xyz/tags/GraphicDesign" class="mention hashtag" rel="nofollow noopener" target="_blank">#GraphicDesign</a> <a href="https://mathstodon.xyz/tags/atm" class="mention hashtag" rel="nofollow noopener" target="_blank">#atm</a> <a href="https://mathstodon.xyz/tags/MT" class="mention hashtag" rel="nofollow noopener" target="_blank">#MT</a> <a href="https://mathstodon.xyz/tags/MT296" class="mention hashtag" rel="nofollow noopener" target="_blank">#MT296</a> <a href="https://mathstodon.xyz/tags/photography" class="mention hashtag" rel="nofollow noopener" target="_blank">#photography</a>

foldworksPolydron special offer: Use code ATM10 for 10% off your Polydron order (offer ends 30 September 2025) <a href="https://www.polydron.co.uk/shop.html" rel="nofollow noopener" translate="no" target="_blank">https://www.polydron.co.uk/shop.html</a><a href="https://mathstodon.xyz/tags/coupons" class="mention hashtag" rel="nofollow noopener" target="_blank">#coupons</a> <a href="https://mathstodon.xyz/tags/coupon" class="mention hashtag" rel="nofollow noopener" target="_blank">#coupon</a> <a href="https://mathstodon.xyz/tags/discounts" class="mention hashtag" rel="nofollow noopener" target="_blank">#discounts</a> <a href="https://mathstodon.xyz/tags/polydron" class="mention hashtag" rel="nofollow noopener" target="_blank">#polydron</a> <a href="https://mathstodon.xyz/tags/offer" class="mention hashtag" rel="nofollow noopener" target="_blank">#offer</a> <a href="https://mathstodon.xyz/tags/geometry" class="mention hashtag" rel="nofollow noopener" target="_blank">#geometry</a> <a href="https://mathstodon.xyz/tags/MathematicsTeaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathematicsTeaching</a> <a href="https://mathstodon.xyz/tags/atm" class="mention hashtag" rel="nofollow noopener" target="_blank">#atm</a> <a href="https://mathstodon.xyz/tags/MT" class="mention hashtag" rel="nofollow noopener" target="_blank">#MT</a> <a href="https://mathstodon.xyz/tags/MT295" class="mention hashtag" rel="nofollow noopener" target="_blank">#MT295</a> <a href="https://mathstodon.xyz/tags/iTeachMath" class="mention hashtag" rel="nofollow noopener" target="_blank">#iTeachMath</a> <a href="https://mathstodon.xyz/tags/MathEd" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathEd</a> <a href="https://mathstodon.xyz/tags/Math" class="mention hashtag" rel="nofollow noopener" target="_blank">#Math</a> <a href="https://mathstodon.xyz/tags/Education" class="mention hashtag" rel="nofollow noopener" target="_blank">#Education</a>

foldworks‘Exploring triangles at the Institute of Mathematics Pedagogy (IMP)’ Tandi Clausen-May reflects on an exploration of 3D shapes made from triangles.<a href="https://atm.org.uk/write/MediaUploads/Journals/MT295/03.pdf" rel="nofollow noopener" translate="no" target="_blank">https://atm.org.uk/write/MediaUploads/Journals/MT295/03.pdf</a>One of the two free articles from Mathematics Teaching 295 for non-members. <a href="https://mathstodon.xyz/tags/geometry" class="mention hashtag" rel="nofollow noopener" target="_blank">#geometry</a> <a href="https://mathstodon.xyz/tags/triangle" class="mention hashtag" rel="nofollow noopener" target="_blank">#triangle</a> <a href="https://mathstodon.xyz/tags/helix" class="mention hashtag" rel="nofollow noopener" target="_blank">#helix</a> <a href="https://mathstodon.xyz/tags/polydron" class="mention hashtag" rel="nofollow noopener" target="_blank">#polydron</a> <a href="https://mathstodon.xyz/tags/MathematicsTeaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathematicsTeaching</a> <a href="https://mathstodon.xyz/tags/atm" class="mention hashtag" rel="nofollow noopener" target="_blank">#atm</a> <a href="https://mathstodon.xyz/tags/MT" class="mention hashtag" rel="nofollow noopener" target="_blank">#MT</a> <a href="https://mathstodon.xyz/tags/MT295" class="mention hashtag" rel="nofollow noopener" target="_blank">#MT295</a> <a href="https://mathstodon.xyz/tags/iTeachMath" class="mention hashtag" rel="nofollow noopener" target="_blank">#iTeachMath</a> <a href="https://mathstodon.xyz/tags/MathEd" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathEd</a> <a href="https://mathstodon.xyz/tags/Math" class="mention hashtag" rel="nofollow noopener" target="_blank">#Math</a> <a href="https://mathstodon.xyz/tags/Education" class="mention hashtag" rel="nofollow noopener" target="_blank">#Education</a> <a href="https://mathstodon.xyz/tags/mathematics" class="mention hashtag" rel="nofollow noopener" target="_blank">#mathematics</a>

foldworks'Does the Multiplication Tables Check do what it is meant to do?'Rose Keating and Jenni Back explore whether the Multiplication Tables Check is a suitable tool for predicting success in the Key Stage 2 Mathematics National Curriculum Tests.<a href="https://atm.org.uk/write/MediaUploads/Journals/MT295/12.pdf" rel="nofollow noopener" translate="no" target="_blank">https://atm.org.uk/write/MediaUploads/Journals/MT295/12.pdf</a>One of the two free articles from Mathematics Teaching 295 for non-members. <a href="https://mathstodon.xyz/tags/multiplication" class="mention hashtag" rel="nofollow noopener" target="_blank">#multiplication</a> <a href="https://mathstodon.xyz/tags/mtc" class="mention hashtag" rel="nofollow noopener" target="_blank">#mtc</a> <a href="https://mathstodon.xyz/tags/MathematicsTeaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathematicsTeaching</a> <a href="https://mathstodon.xyz/tags/atm" class="mention hashtag" rel="nofollow noopener" target="_blank">#atm</a> <a href="https://mathstodon.xyz/tags/MT" class="mention hashtag" rel="nofollow noopener" target="_blank">#MT</a> <a href="https://mathstodon.xyz/tags/MT295" class="mention hashtag" rel="nofollow noopener" target="_blank">#MT295</a> <a href="https://mathstodon.xyz/tags/iTeachMath" class="mention hashtag" rel="nofollow noopener" target="_blank">#iTeachMath</a> <a href="https://mathstodon.xyz/tags/MathEd" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathEd</a> <a href="https://mathstodon.xyz/tags/Math" class="mention hashtag" rel="nofollow noopener" target="_blank">#Math</a> <a href="https://mathstodon.xyz/tags/Education" class="mention hashtag" rel="nofollow noopener" target="_blank">#Education</a> <a href="https://mathstodon.xyz/tags/mathematics" class="mention hashtag" rel="nofollow noopener" target="_blank">#mathematics</a>

foldworksGoing to press today, Mathematics Teaching 295, journal of the Association Of Teachers of Mathematics, redesigned by me. <a href="https://mathstodon.xyz/tags/MathematicsTeaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathematicsTeaching</a> <a href="https://mathstodon.xyz/tags/iTeachMath" class="mention hashtag" rel="nofollow noopener" target="_blank">#iTeachMath</a> <a href="https://mathstodon.xyz/tags/MathEd" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathEd</a> <a href="https://mathstodon.xyz/tags/Math" class="mention hashtag" rel="nofollow noopener" target="_blank">#Math</a> <a href="https://mathstodon.xyz/tags/Education" class="mention hashtag" rel="nofollow noopener" target="_blank">#Education</a> <a href="https://mathstodon.xyz/tags/design" class="mention hashtag" rel="nofollow noopener" target="_blank">#design</a> <a href="https://mathstodon.xyz/tags/GraphicDesign" class="mention hashtag" rel="nofollow noopener" target="_blank">#GraphicDesign</a> <a href="https://mathstodon.xyz/tags/atm" class="mention hashtag" rel="nofollow noopener" target="_blank">#atm</a> <a href="https://mathstodon.xyz/tags/MT" class="mention hashtag" rel="nofollow noopener" target="_blank">#MT</a> <a href="https://mathstodon.xyz/tags/MT295" class="mention hashtag" rel="nofollow noopener" target="_blank">#MT295</a>

foldworksAn old animation made in <a href="https://mathstodon.xyz/tags/NodeBox" class="mention hashtag" rel="nofollow noopener" target="_blank">#NodeBox</a> 1 ‘Arms is an idea that first appeared as a program written by John Warwick and David Wooldridge in an <a href="https://mathstodon.xyz/tags/ATM" class="mention hashtag" rel="nofollow noopener" target="_blank">#ATM</a> publication Some Lessons in Mathematics with a Microcomputer, 1983. The introduction to Arms in that book states that it is a program for the study of locus. It goes on to say that two rotating arms are displayed on the screen, the tips of these arms are joined by an invisible elastic band on which a dot is marked. As the arms rotate the path of the dot is plotted on the screen.’ Laurinda Brown, Alf Coles, Derek Ball, Pat Morton, Matt Coles, Louise Ordman, Barry Orr, Tung Ken Lam (2008) ‘Layers of experience using Arms’, Mathematics Teaching 206 <a href="https://mathstodon.xyz/tags/procedural" class="mention hashtag" rel="nofollow noopener" target="_blank">#procedural</a> <a href="https://mathstodon.xyz/tags/CreativeCoding" class="mention hashtag" rel="nofollow noopener" target="_blank">#CreativeCoding</a> <a href="https://mathstodon.xyz/tags/MathArt" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathArt</a> <a href="https://mathstodon.xyz/tags/loop" class="mention hashtag" rel="nofollow noopener" target="_blank">#loop</a> <a href="https://mathstodon.xyz/tags/animation" class="mention hashtag" rel="nofollow noopener" target="_blank">#animation</a> <a href="https://mathstodon.xyz/tags/Pattern" class="mention hashtag" rel="nofollow noopener" target="_blank">#Pattern</a> <a href="https://mathstodon.xyz/tags/NodeBox" class="mention hashtag" rel="nofollow noopener" target="_blank">#NodeBox</a> <a href="https://mathstodon.xyz/tags/MathematicsTeaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathematicsTeaching</a>

Chris PurcellI'm behind but want to weigh in on e.g. "if you can't explain to a 5yo, you don't understand" or maybe fairer: don't fully understand. After all understanding is not binary. It's meaningless as stated. You could very well read your own research paper to a 5 year old. What's the supposed outcome? That they understand as well as you? As well as anyone could? That they understand something at all?But there is a baby in that bathwater I can't help but feel. As I understand things better, I feel more confident explaining it to others, at various levels. Teaching (ie making non specialists understand) famously improves your own understanding.Also as time progresses, cutting edge research slowly enters the curriculum. This represents species level improvement in our understanding of such topics. I think it's true to say that the topics we can teach to 5 year olds (addition and subtraction) are among the ones we understand best. The quote is backwards, maybe. <a href="https://mathstodon.xyz/tags/math" class="mention hashtag" rel="nofollow noopener" target="_blank">#math</a> <a href="https://mathstodon.xyz/tags/mathematics" class="mention hashtag" rel="nofollow noopener" target="_blank">#mathematics</a> <a href="https://mathstodon.xyz/tags/MathematicsTeaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathematicsTeaching</a>

Rosy MathsToday I used a new metaphor to introduce proof by induction to my students. I used a metaphor of building a tower, needing to assume a block existed in order to place the next one in the sequence. It seemed to work much better than my previous "falling dominoes" metaphor. <a href="https://mathstodon.xyz/tags/MathematicsTeaching" class="mention hashtag" rel="nofollow noopener" target="_blank">#MathematicsTeaching</a> <a href="https://mathstodon.xyz/tags/Proof" class="mention hashtag" rel="nofollow noopener" target="_blank">#Proof</a>

Recent searches

Search options

Administered by:

Server stats:

#mathematicsteaching