GCSE maths teachers will recognise the profile of the disengaged 15-year-old that understands maths easily but hasn’t the motivation to put in the work for a really good grade. This student will often drop maths post-16, or if they don’t, you might lose sight of them as they go to college or join another teacher’s A level group.

If you have seen a few of these characters through your doors, you may be encouraged to hear this conversation between Douglas Coates, now a research mathematician at Université Paris Saclay, and his A level teacher, Tom Rainbow. Doug explains how maths came alive for him post-16, and what it was that inspired him. And he poses a great little maths problem (from John Mason) for you and your students to try!

Show notes

Taking part in the discussion are:

• Tom Rainbow, Maths Education Support Specialist with the AMSP (Advanced Maths Support Programme)
• Douglas Coates, Research mathematician, Université Paris Saclay
• Gwen Tresidder, NCETM Communications Manager (introducing the discussion).

Episode chapters

• 00:06 – Introduction and meet Tom
• 03:16 – How Doug came to take A level maths and what he has done since
• 07:23 – How differentiation brought maths alive for Doug
• 10:30 – Doug explains his hatred of memorisation and calculating, but love of thinking, logic and solving problems
• 11:27 – How important is ownership of the mathematical process?
• 11:50 – Can a textbook create the conditions for proper mathematical discussion and thinking?
• 12:30 – Tom muses about providing for students that want something more mechanistic
• 14:19 – Use of technology vs. written techniques
• 15:36 – Tom recounts teaching about a straight line crossing a circle
• 20:29 – Did A level maths prepare Doug well for his degree?
• 24:50 – Doug explains his research area – Ergodic theory
• 27:40 – Doug’s maths problem about a bicycle (originally from John Mason and published in the book ‘Thinking Mathematically’)

Useful links

• Tom tweets as @CoreMathsTom