About cookies

The NCETM site uses cookies. Read more about our privacy policy

Please agree to accept our cookies. If you continue to use the site, we'll assume you're happy to accept them.


Personal Learning Login

Sign Up | Forgotten password?
Register with the NCETM

Secondary Magazine - Issue 121

Created on 23 April 2015 by ncetm_administrator
Updated on 20 May 2015 by ncetm_administrator


Secondary Magazine Issue 121'Testing Times Ahead' by Pete (adapted), some rights reserved

Welcome to Issue 121 of the Secondary and FE Magazine

Even though the exam season is in full swing, there’s a full half term of the school year remaining. With that in mind this magazine looks at how best to use that time in Year 12 maths lessons, and how other lessons can use learning in the areas of geometry and ratio to develop pupils’ ability to reason and construct proofs. As always your views are very welcome, by email to info@ncetm.org.uk or on Twitter, @NCETMsecondary.


Heads Up
Here you will find a checklist of some of the recent, or still current, mathematical events featured in the news, by the media or on the internet: if you want a “heads up” on what to read, watch or do in the next couple of weeks or so, it’s here. This month we’re mentioning an update on Core Maths, news of a relatively newly launched Sunday night Twitter chat for teachers by teachers, and a look ahead to My Money Week in June, run by pfeg.

Building Bridges
The regular feature in which discussion of secondary mathematics topics draws out the inter-connectivity of the topics with preceding, succeeding or surrounding topics, in ways that will support and enrich your teaching in KS3 and KS4. This month: moving from geometrical facts to demonstrations and proofs.

Sixth Sense
Stimulate your thinking about teaching and learning A level Maths. This month we pass on some thoughts about how to get the most out of Year 12 maths lessons in the second half of the summer term.

From the Library
Want to draw on maths research in your teaching but don’t have time to hunker down in the library? Don’t worry, we’ve hunkered for you: in this issue we flag up a paper from 2008 that suggests ways of harnessing technology to introduce and teach calculus.

It Stands to Reason
Developing pupils’ reasoning is a key aim of the new national curriculum Programmes of Study, and this monthly feature shares ideas how to do so. In this issue we look at using ratio to develop reasoning skills.

Eyes Down
A picture to give you an idea: “eyes down” for inspiration.

Image credit
Page header by Pete (adapted), some rights reserved



Download the magazine as a PDF
Secondary Magazine Archive
Magazine Feed - keep informed of forthcoming issues
Departmental Workshops - Structured professional development activities
Explore the Secondary Forum
Contact us - share your ideas and comments 


Comment on this item  
Add to your NCETM favourites
Remove from your NCETM favourites
Add a note on this item
Recommend to a friend
Comment on this item
Send to printer
Request a reminder of this item
Cancel a reminder of this item



21 May 2015 19:40
Thanks Gerry. I completely agree with you: any article is just a starting point, and I hope that what we publish inspires colleagues to look deeper and further and draw on excellent ideas in books such as yours and Tony Gardiner's. Thank you for sharing the link with us.
By RobertWilne
         Alert us about this comment  
20 May 2015 16:48
I looked at your item on geometrical proof with interest, and, whilst I agree with what it says, I can't help feeling that the issue is a lot more complicated that simply invoking Euclid's parallel postulate or even giving the standard proof using parallel lines. What we need is a very clear progression from what I like to call the 'natural history of geometry' - intuitive ideas about space which are explored in primary school and as far as year 8 - and the careful move towards rigour which happens in year 9 or so.

I have spoken extensively about this to teachers via the Prince's Trust and also at several conferences of the Mathematical Association, and I am also leading a session on precisely this issue at a Teachers' Conference on June 23rd in High Wycombe; this it at the request of Julia Brown and the school is, as you will know, a Maths Hub. I have several presentations which go into much more detail than your brief article and if they are likely to be useful to the NCETM you are welcome to have them. In addition, I am the author of a UKMT book on teaching geometry in the classroom which emphasizes the need for clear definitions and a rigorous approach to proof. Details of this book can be found using the link below.


Yours sincerely,

Gerry Leversha (Hanwell, London)
By gleversha
         Alert us about this comment  
Only registered users may comment. Log in to comment