Research shows that everyday teaching practices exclude already marginalised groups of students, but teachers can take steps to redress the balance Lecturer in educational studies, Goldsmiths College, University of London 03.00 EDT Last modified on Saturday 16 September 2017 03. from Pocket Here is where I got this article from.
We are now well into the “new” maths curriculum, with its harder Sats papers and higher expectations. The game has changed, but maths teaching has remained largely the same. I believe that it’s time to reconsider how we teach maths. from Pocket Here is where I got this article from. https://www.tes.com/news/school-news/breaking-views/5-principles-better-primary-maths-teaching
I asked my class this question and the responses were brutally honest. The children explained that while they interacted with the English working wall, with its success ladders and word banks, the maths wall was “a bit rubbish”. Does this sound intriguing? Click the link to read the article on how to turn your classroom […]
I just read this short article from NCTM about gender differences in math. It is thought provoking. Please take a moment to read the article. Then find a fellow math teacher and spend a looooong coffee break discussing things that can be done in the classroom to make this better. Here is the article… http://www.nctm.org/Publications/Teaching-Children-Mathematics/Blog/Current-Research-on-Gender-Differences-in-Math/
Bansho is a method of teaching developed in Japan that focuses on teaching math through problem solving. It allows students to see connections and progressions of the thinking involved when developing strategies to solve a problem. from Pocket Here is where I got this article from.