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Secondary Magazine - Issue 135

Created on 24 June 2016 by ncetm_administrator
Updated on 19 July 2016 by ncetm_administrator


Secondary Magazine Issue 135

Welcome to Issue 135 of the Secondary and FE Magazine

In this, the last edition before schools close for summer, we offer some things to mull over on the beach. If survival of the last few days is your main preoccupation this week, set some maths quizzes and sneak a read of the Secondary Magazine.

Feel free to let us know any thoughts about this magazine 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. 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.

Classroom View: Triggers and the Unexpected
How do you manage those unexpected, unplanned moments in the classroom – the moments where the lesson plan might as well have never happened? Here we consider three types of those moments: first - when a student raises something unexpected; second - when you, the teacher, have a moment of unexpected mathematical insight; and third – when the tools/resources (let’s face it, usually the technology!) lets you down. Here we are encouraged to focus less on the terrors of the unexpected and more upon the opportunities they provide.

Sixteen Plus: Demystifying x
Algebra. One mention and a collective “sigh” fills the room. We know this to be true with many classes, but with post-16 GCSE retakers, the dread is more entrenched. Here we describe use of a simple resource that students have found naturally leads them to observe and express algebraic relationships without the sense of intimidation.

From the Library: Everyone can be a Mathematician
In this article, reproduced with permission from the Association of Teachers of Mathematics, Tom Francome describes the features in his department’s approach to teaching mathematics – these are unusual but being adopted increasingly by departments across the country. Students are taught in all–attainment groups and each mathematical theme on the curriculum lasts for half a term. Tom describes the strategies and pedagogy behind making this work so that all students have the opportunity for genuine mathematical thinking.

It Stands to Reason: Cogs, Gears and Fractions
Reflecting on the concrete and pictorial representations often available to children working on fractions in primary school, we consider concrete and pictorial ways of representing fractions that might appeal more to secondary students. We look at the systems created using different sized gears and how this might support an understanding of fractions.

Qualifications and Curriculum: Conversations with the Exam Boards
We report on an interview that two Maths Hub leads recently had with representatives from the three main exam boards. They approached the meeting with a handful of the most frequently asked (by teachers) questions and are preparing to make the exam boards’ answers publicly available soon.



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