Secondary maths teacher. Old enough to remember chalk.
Edinburgh, Scotland
Joined August 2019
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Crazy thought-experiment. Take a class and teach them:
• quotative and partitive division concepts ... but teach them to write 12 ÷ 3 as 3 ÷ 12, mirroring the linguistic order of '3s into 12'.
Would quotative strategies dominate their thinking?
Crazy ;-)
Why are pupils so inclined to divide partitively rather than quotatively? The latter rarely crosses their mind … hence why 6 ÷ ¼ is deemed hard.
Is it linguistic? (‘6 divided BY 2’ vs ‘2 divided INTO 6’?) … and semiotically the ÷ symbol in 6 ÷ 2 attaches itself to the former?
Still struggling with the ugly black X icon. Going to BlueSky for a while to see what the weathers like.
@segarrogers.bsky.social
Trying to build a definition for 'progress' on pupil tracking reports . Considering dual indicators as a solution. This is me just playing with ideas. Aware some of it may be contentious.
Would welcome robust criticism.
@ChrisMcGrane84 @AndyBrown314 @garyl82 @mcnally_gerry
Graphical constructions of areas that satisfy the condition A + B = A × B
i.e. the identity sec² θ + cosec²θ ≡ sec² θ × cosec²θ
Bottom left represents A=2, B = 2.
@catrionateaches
@mcconvillemaths
A surprising identity in @catrionateaches tweet. Suggests maybe the following pupil task:
‘Try and find as many pairs of numbers such that a + b = a × b’
A possible prompt just as the class gives up: 6 and 1⅕ ?
I keep looking that this. 'What fraction is shaded?'
What education system builds you into the person that puts a 2 on the bottom edge with the foresight that it will end so well?!
⊕⊖ zero-pairs alongside a subtraction-as-difference model. S1 were happily engrossed in this today :-)
(I always feel subtraction-as-difference is under-developed in pupils … their tendency is to count-back … which is no help in this scenario).
1931 Scottish Lower Grade, Paper 2. Try solving it without any algebraic manipulation or quadratic wizardry ;-)
Some people will maybe just see it.
@mrallanmaths
Reading Guskey about reporting in 'On Your Mark'. In my school we report using 7 possible grades (1-7). Guskey argues that if you reduce that to 4 grades (A-D) you reduce the potential for misclassification. I see it … but equally I wonder if there's a flaw in the argument.
Thinking again about Tracking & Reporting. Does anyone work in a school that reports on the impact of mobile phones in class in their pupil reports?
Good idea? Bad idea? Pros? Cons?
Continued fractions with the new S2. Once you get into a rhythm they’re actually very doable … it’s just the same process iterated. One pupil did all of them in his head :-)
Nearly didn't attempt this with my new S2 last thing today on a baking hot sunny afternoon … but it was worth it. Subtraction as counting-on, place-value mental arithmetic, decomposition awareness … and cognitive load at its limits ;-) Well done S2.
Interesting solutions from:
@Mirangu1 @steph_bernard69 @HowTutorial @panlepan @MatthewArcus
Here's how I see it.
@Cshearer41 @ProfSmudge @suffolkmaths ... angles on the arcs ... trying to convert you ;-)
Inspired by something similar I saw from @edsouthall a while ago. Straightforward ... if you know what you're doing. Don't you hate it when teachers say that ;-)
Inspired by something similar I saw from @edsouthall a while ago. Straightforward ... if you know what you're doing. Don't you hate it when teachers say that ;-)