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Secondary Magazine - Issue 129


Created on 17 December 2015 by ncetm_administrator
Updated on 02 February 2016 by ncetm_administrator

 

Secondary Magazine Issue 129'double all x-coordinates' from 'It Stands to Reason'
 

Welcome to Issue 129 of the Secondary and FE Magazine

Does this sound like you at the end of last term? It certainly rang true with some of us!

We all know we should have done the opposite and that we should have opened our mental car boots and laid everything out on a tarpaulin for review and reflection, and been all Janus-like looking both forwards and backwards as we stepped through the door from 2015 to 2016, but we can be forgiven for keeping the boot firmly closed during the Christmas frenzy, the New Year Nurofen quest, and the Sunday 3 January horror of “How can it be the start of term already?”

So, instead, we @NCETM did some looking both ways on your behalf, with a particular eye for GCSE-related material: in Heads Up you can see what we found. We hope it’s of use to you.

Contents

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. If you ever think that our heads haven’t been up high enough and we seem to have missed something that’s coming soon, do let us know: email info@ncetm.org.uk, or via Twitter, @NCETMsecondary.

Building Bridges
What do Gnasher, a space medic boldly going where no one’s gone before (we hope he’s wearing gloves), John Napier (he of the logarithms), and an algorithm for long multiplication have in common? Bones.

Sixth Sense
How to ensure your students understand (not just recite) the rules for transformations of graphs.

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: for this issue, the librarian has pulled together research about increasing girls’ participation in level 3 maths.

It Stands to Reason
It’s cold outside, so warm socks and sturdy shoes on please. But what’s the inverse of this, and other, two-stage procedures?

Eyes Down
A picture to give you an idea: how do you distinguish between a mistake and a misconception – and does your response differ?

 
 

 

 
 
 
 
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