I don’t post on here very much now, but wanted to share this from the latest @ATMMathematics journal - I don’t know that I could agree much more with this conclusion, and I love the phrase ‘teach patiently’.

What an exciting thing to come home to!

…and then how does your strategy change here?

Thinking about fractions and what the ‘whole’ is…

I've just rewatched this for the first time in a couple of years - so much going on and a whole lot to unpack from a couple of seemingly simple (?) prompts vimeo.com/showcase/7155035/v…

This affected me as a very young kid - a nice video explaining eye cancer from @ChectUK youtu.be/SFjxjIWDbqs

I think the way that the article starts is recognising that IDWDYD is ubiquitous but I recognise the end of the first section where it says it “can have a placebo effect of creating the appearance of calm, purposeful, goal-directed lessons.” Is this paragraph, from later, useful?

“Conceptualisation does not follow automatically from performing procedures several times, even if they are all done correctly.” From the latest @ATMMathematics journal

For me it’s very much a way to think with others and to develop a narrative together so is scrappy! Here’s a couple I’ve been a part of…

I just shared this task (from the ATM publication Rich Task Maths by Derek and Barbara Ball) on Bluesky and it’s so lovely I thought I’d share here too

#mathsbeer (with thanks to @phil_eadie)