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Secondary Magazine - Issue 130

Created on 03 February 2016 by ncetm_administrator
Updated on 17 February 2016 by ncetm_administrator


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

Welcome to Issue 130 of the Secondary and FE Magazine

Half term already: on the one hand, marvellous – it’s a week’s break; on the other – GCSE, AS and A levels are six weeks nearer! No doubt we’re all starting to think about revision programmes and strategies to help our pupils and students maximise their exam performance so that they achieve the results that give them a broad range of choices next year: what do you do? What do you recommend? How do you ensure that the learners with whom you work continue to deepen their conceptual understanding alongside their determination to achieve procedural fluency? Let us know, by email to info@ncetm.org.uk or on Twitter @NCETM, and we’ll share ideas in the near future


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, @NCETM.

Building Bridges
Sometimes FE colleagues have to build the longest bridges, stretching right back from post-16 to concepts such as fractions, mensuration and “unknown number” problems that were first met in KS2. A current FE teacher shares with us some of the findings of her recent research.

Sixth Sense
In Issue 123 we advocated teaching mechanics only in one dimension at first. Now it’s time to leave LineLand and make the journey to FlatLand, but how best should we do so?

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 share some research about teaching the history of mathematical ideas alongside the ideas themselves.

It Stands to Reason
“What’s the same, what’s different?” is a simple but highly effective prompt to encourage pupils to reason: in the context of similar shapes, it’s not as straightforward a question as one might at first expect.

Eyes Down
A picture to give you an idea: better together, or should the twain ne’er meet?



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