Mistakes – are they essential to learning? Click here for the full article.  

What is it reasonable to expect of learners? Why don't they remember what they have been taught? Click here for the full article.

Its not what you do but how you do it that is important Selecting activities that will promote learning and give opportunities to develop life skills such as working collaboratively or indepen...

What are the features of teaching Mathematics at KS2 Teaching mathematics at KS2 involves, planning,selecting teaching strategies, selecting suitable learning activities, selecting and usi...

Cognitive obstacles are difficulties which learners come up against in their thinking because of the complexity of the idea or topic. They are also known as epistemological obstacles because they i...

Getting learners doing things is not enough to ensure learning, neither is getting them talking about what they are doing, neither is getting them to make a written record of what they have been doing...

Research tells us that we remember 20% of what we hear, 30% of what we see, 50% of what we hear and see, 80% of what we hear, see and do. We all learn by doing but I suspect that learning by doing is ...

Mathematics is perhaps the most creative of all the subjects and topics taught at school. The fact that in mathematics you can often decide for yourself whether your answer is correct or not l...

Have you ever found yourself asking a learner a sequence of simpler and simpler, more and more focused questions, until eventually you reach a really simple one they can actually answer?  ...

What is it reasonable to expect of learners? Why don't they remember what they have been taught? Seeing a topic, technique, concept or idea go by once or twice is only an introduction. Enc...

Cognitive obstacles are difficulties which learners come up against in their thinking because of the complexity of the idea or topic. They are also known as epistemological obstacles because they i...

Sometimes learners are blocked from further progress because of something they have picked up from previous teachers. At the time, what the teacher said may have seemed appropriate, but there can b...

Its not what you do but how you do it that counts Mathematics is quintessentially about action, about doing things. Anne Watson & John Mason were inspired by a list of actions compiled by ...

For a rich and fulfilled life filled with lifelong learning, I need ... Guy Claxton has written a lot about muscles that are helpful for learning. The different types of muscles are categorise...

Teachers cannot force learners to experience something or to learn from that experience. Instead they can only offer possibilities for learners to take advantage of (affordances). Learners still re...

When planning a lesson, it is useful to imagine what types of errors or inappropriate conjectures learners might learners so as to have a response prepared Some errors are slips, where attenti...

Changing your existing teaching practice and teacher self can be uncomfortable, even painful. This can be explained through a theory of developing new Selves. Changing your existing teaching p...

Working with colleagues shares the load and amplifies the energies Working on your teaching by yourself can be a lonely and challenging endeavour. Working with others, sharing ideas, co-planni...

Is a square a rectangle? Yes, but it's a special rectangle. So shouldn't we be more careful about what we call a non-special rectangle?   For the full article click here.

If you are not yourself learning, how can you teach effectively? What does it mean to understand mathematics? To understand a mathematical topic? Do you ever really fully understand a mathemat...