Search

The article focuses on the proposal to utilize fashion and paper dolls to assist mathematics teachers in teaching the students on multiplicative principle in Great Britain. The proposal aims to help the children understand multiplication much easier through integrating fashion and paper cut outs which are entertaining and an enjoying activity. It notes that the method enhance the child's imagination, creativity, combinatorics and logic.

Suggests ways mathematics teachers can make use of documents which were distributed to schools in Great Britain during the life of the National Curriculum. Includes an activity involving corner numbers; Squares and lines; Benefits of working on the activities.

The article presents the author's response to the white paper which centers on the significance of teaching in Great Britain. He addresses the declined status of math teaching profession in the country. He points out that an argument will occur in the increasing control from the centre in relation to nationalised education curriculum, assessment, and pedagogy for students learning. He recommends for the expansion in the scope of key stage two tests review intended for primary education.

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.

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.

The article presents conversation between the author, who is a mathematics teacher, and his colleague at a classroom. The author asks his colleague about how he can become better organized as a maths teacher. The author says that every teacher needs a regular supply of scrap paper. He also says that he always spends half an hour for planning every lesson. The author tells his colleague that he aspires to reach the "Promised Land."