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The article focuses on the activity programs in education that could lead to deep progress and counter the short term goals and quick delivery that seem to lead to whole terms of revision and no long-term learning. The activity program mentioned in the article is about inequality sign in mathematics. A lot of time was spent on the activity with the students, discussing the number line, the set of solutions and the boundary. Before moving to the idea of solution, there were plenty of opportunities to work on substitution. What students need is to have a depth of understanding of the work, so that they do not spend all their time rehearsing the examination question without anything to hang their learning on.

The article presents the discussion on testing across compulsory education having negative impacts upon children's mathematics education. Topics include encapsulating twelve years of compulsory mathematics education using three examination papers over the course of a few weeks in May/June; and examination question being used for assessing students' engagement with relationships and the interconnectedness of mathematics.

The article presents some basic concepts from knot theory as a natural extension of commonly-taught geometric ideas in Great Britain. Accordingly, the paper discusses the three basic knot theory activities that are appropriate for elementary grade children. The paper also suggests that students must try to come up with their own knots by starting with an actual rope, or else with flat drawings and experiment it with different crossing combinations to see if new knots can be discovered.

The author describes his categorization of practical mathematical tasks using drama, body maths and a host of outlandish props in Great Britain. Accordingly, the author discusses the categories in this teaching method and how it can be effectively applied in the classroom. He concluded that this teaching method is an invitation to the classroom teacher to design their own kinaesthetic and visual lessons by dipping, in an inventive way, into the categories presented in the paper.

Focuses on the mathematical graphics of young children. Identification of counting as one of the significant ways in which young children develop mathematical understanding; Claim that children are born with an innate learning device known as the accumulator; Importance of tools such as pencil and paper for encouraging children's understanding of calculations.

The article presents the author's views on his personal journey in developing an understanding of the relationship between critical citizenship and mathematics. Topics discussed include accuracy of information from mathematical computer models; a paper on uncertainty and the preventive paradigm, which emphasised characteristics of uncertainty; his experience of attending a meeting of the International Council for the Exploration of the Sea.

The article presents the author's experiences while conducting an examination on the UKMT Intermediate Mathematical Challenge paper and open-source software GeoGebra. He introduced the problem related to the subject to the students by giving them appropriate explanation with examples. Initially, various students encountered difficulties related to the comprehension of the problem, but gradually the exercise turned into an interesting discussion on the topic.

Presents an introduction and executive summary for a join response to the White Paper 14-19 Education and Skills of the Association of Teachers of Mathematics, the Mathematical Association and the National Association for Numeracy and Mathematics in College in the U.S. delight of the White Paper's designation of mathematics as a core subject; Support on the continued commitment to the on-going implementation of the Smith reporter; Comments on some important issue raise on the paper.