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The article discusses a session held in East Midlands, England titled "Mathematical Theory of Paper Folding" held in the summer of 2013 designed for use in teaching mathematics. Topics discussed include the construction of two- and three-dimensional (3-D) shapes using A-size paper, the use of paper folding to solve mathematical word problems, and tessellations.

In this article, the author presents an activity for children to explore root 2 rectangles by using A4 sheet of paper.

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 explore how origami can support learners development of visualisation skills. It mentions that benefits of visualisation with origami including visual proofs being problematic, and the materiality of paper undermining the mathematics, wherein these limitations should be considered like those of any mathematical model or method. It also mentions about the use of algebra and trigonometry for the same.

The article focuses on teaching shapes and patterns to children and mentions the Pattern Project team, formed to develop young children's pattern awareness in a school in Australia. The team consisted of early years teachers and authors' Helen Thouless, Sue Gifford. It includes the mathematic activities designed by teacher Simon Lewis for his students. Simon designed an activity where the students could stick blocks on a piece of paper to show the pattern.

The article discusses how the Soroban can help children understand the decimal system. Topics include Soroban is a Japanese abacus, which can help children to understand number concepts and visually demonstrates the decimal system; It enables you to add, subtract, multiply and divide much faster and more confidently than you can with a paper and pencil, and, with practice, as quickly as a calculator; and the Soroban consists of a frame, a beam, and beads on digit rods.

The article describes the author's experience of helping a nine-year-old kid with fractions. Topics discussed include the correct ways to add fractions; different equations to see how the unit fraction additions were connected together, and a paper-folding method for addition of fractions.

A personal narrative is presented which explores the author's experience of teaching seven and eight-year-olds about monoidal categories using a concrete model of cardboard rectangles and bits of string.

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 an excerpt from Dick Tahta’s papers in which he was planning for book "A celebration of ten."

An excerpt from Dick Tahta's private papers in which he was planning for a book "A Celebration of Ten" is presented.

The article presents an excerpt from Dick Tahta's private papers which explores the number seven.

An excerpt from Dick Tahta's private papers on the plan for a book, "A Celebration of Ten" is presented, which focuses on the first six numbers, perfect numbers, and abundant and deficient numbers.

The article presents an excerpt from mathematician Dick Tahta's private papers in which there is a file containing the plan for a book: "A celebration of ten"; which discusses two.

In this article, the author discusses transformation in her mathematics teaching after placing large white boards around her classroom. Topics discussed include use of Robin Alexander's work on dialogic teaching as a framework for analysing the interviews and audio recordings of students about their experience, Douglas Barnes' seminal work on classroom talk and opportunities within classrooms for students.