Nonprofit lead for @BetterDotGiving. Edtech/AI enthusiast and Edtech/AI sceptic! Love cycling. Creator of https://nitter.cf/t.co/iPWoada2d4 Avid user of https://nitter.cf/t.co/FSIGq6gAgR
Bishop's Stortford
Joined March 2009
- Tweets13.7K
- Following4.5K
- Followers3.6K
- Likes3.7K
Pinned Tweet
If you are serious about better mathematics education - be it in a traditional classroom or supported by tech, then ignoring the QAMA really means you are just happy with mediocrity. Sorry. Take a look and if you think they are not worth the time or effort - PLEASE say why. This is one of those times when silence means complicity with the poor substitute for thought that calculators have generally become.
Desirable Difficulties - as discussed by UCLA - Hear from the Bjorks on @mrbartonmaths podcast at 1:06 how the QAMA contributes to thinking. podcast.mrbartonmaths.com/ro… The result of their thinking? See more recommendations at qama.world
Here’s how the QAMA calculator handles that old chestnut. Using the ‘Each’ mode that asks the user to estimate each step, not just the final answer. See this at QAMA.world @preshtalwalkar and download a couple of copies for yourself?
moved house recently. New area, know no one. BUT some nice pubs near me. Just been in one where the chair of the local conservative association has been talking quite loudly and drunkenly with a contender to be the next MP who has had ‘confirmations from XXX (local Tory big wig) that he is a shoe in’… I got SO much detail just from what they were saying. Walls have ears don’t you know. Got my phone ready to video when two chaps took offence at a comment about shooting ‘people’ in the streets (I didn’t hear that) but nothing eventually kicked off because the two chaps were too pleasant! Was touch and go for a minute… but if they are indicative of the quality available, well.
Otherwise having plenty of very nice chats with strangers.
Episode 3 done and dusted. Not heard anything to edit this. Including what Engelmann thought of project Follow through, but that I’m pretty sure you won’t hear in the videos or read on the many D.I posts. And as I say. Technology in 2026 deserves to consider approaches that are not based on a 1960s solution to enable ‘average’ (read ‘bad’?) teachers to teach!
Direct Instruction v direct instruction
What's the difference?
zigsite.com/Critique_of_Lowe…(direct_instruction.html
The link never copies well! Just copy the whole thing and paste it into your browser.
Just created my own personal workout app. Doing the things I want it to do. Seems to be working quite well. I added in my spreadsheet workout sessions from 4 years ago, asked it to create plans based on those and the weight/reps I did. Also bearing in mind my lack of recent exercise and age! Thanks @Replit
Tim Stirrup retweeted
Most donation platforms take a cut and keep the keys. We don't. 30 seconds on how Better Giving works 👇
Tim Stirrup retweeted
What if multiplication fact practice could unlock more than answers?
In classrooms that use structured oracy and reflection, students do far more than recall times tables. They explain their thinking, compare strategies, challenge assumptions, and build real number sense. The result is confidence, fluency, and genuine understanding.
This short video shows how students use oracy to talk through their reasoning and how reflection helps them connect ideas, strengthen patterns, and grow their independence.
If you work in maths education, or you are curious about approaches that go beyond chanting and memorisation, this is worth a watch.
Tim Stirrup retweeted
'Soft launch' of the new teacher accounts for Timbles. As requested, for when a teacher wants to use Timbles with a class, but the school has already purchased something else for mathematics practice. Super pricing and simplicity. Suitable for age 9 to adult. Child friendly not childish. Not constrained by the English MTC.
Also suitable for tutors and families.
timbles.com/teachers
Recently, we added voice recording to the oracy aspect of Timbles - so the user can type their reflection OR voice record it and get a transcription.
Then edit as they wish.
Note: This is not about speed... good recall is rewarded, but not as much as good understanding and reflections!
What if multiplication fact practice could unlock more than answers?
In classrooms that use structured oracy and reflection, students do far more than recall times tables. They explain their thinking, compare strategies, challenge assumptions, and build real number sense. The result is confidence, fluency, and genuine understanding.
This short video shows how students use oracy to talk through their reasoning and how reflection helps them connect ideas, strengthen patterns, and grow their independence.
If you work in maths education, or you are curious about approaches that go beyond chanting and memorisation, this is worth a watch.
This aspect of Timbles.com is so important - because Timbles is about success. Timbles is about the mathematics.
If you teach mathematics at any level, including adults (or just want to brush up your own skills), take a look. Then take a look at the Oracy/Reflections/Say why section.
Kids discussing mathematics when they practice multiplication? Surely not!
So, times tables/multiplication practice was always predicated on how many answers you got wrong. How about changing the parameter, so that when you practice you always get 100% right?
With the 'score' being how many you got right first time. Accuracy beating speed, difficulty also having a factor in the points you get.
Take a look how, using the Timbles 'Daily Challenge'. I guarantee you have not seen anything like this.
P.S the UK MTC is too constrained for my liking. Timbles is not for practicing the restrictive technical needs of the MTC. But give it to Y5, Y10, Adults and teachers even! and away they go. 😀