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

Using rich mathematical tasks can solve many of the problems that arise at AS and A2 but what is a rich task and where can they be found? Click here for the full article.

Logo is one of the most powerful tools for developing mathematical thinking in pupils of all ages. This article looks at "What is Logo?", "A brief history of Logo", how to ...

Given that female students now seem broadly to be performing as well as their male counter-parts at GCSE, why do we still need to concern ourselves with issues of gender and mathematics at school l...

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...

The means of variables behave very intuitively, but not so the variances, and many pupils find this very difficult to really come to terms with. Even if they can say the right words when asked it expl...

A fraction has many different images. What are your (and your students') images for ¾? The Primary and Secondary Strategy “Framework for teaching mathematics” states that o...

Using the interactive whiteboard to enhance mathematics teaching. Find out more about using IWBs interactively in secondary mathematics lessons. For the full article click here.

Pythagoras' Theorem is an interesting topic to teach. It can involve pupils looking at history of mathematics and also a number of different proofs.   For the full article click ...

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...

Some element of cooperative competition can motivate revision.   For the full article click here.

A question or problem presented by the teacher to the student, in which students can produce a first instance solution that, by design of the question, will not be wrong.   For the f...

The type of questions you ask learners (the types of tasks you give them) are likely to colour their impressions of the types of questions mathematics can deal with. In order to counter act a ‘g...

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?  ...

The results of discussion about how to engage pupils in a maths lesson, and to keep them engaged.   For the full article click here.

Until learners are aware of the effects of an action, they are not in a position to make sense of that action, nor internalise it. Learners have actions they can carry out when prompted, and o...

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...

Support mathematical thinking and learning by playing games Different pupils are stimulated to learn in different ways. Most pupils enjoy playing games. There are different ways we can use gam...

A question is just a question; whether it is open, or closed, attractive or repellent, effective or ineffective depends on the person asking, the person being asked and the situation in which the a...