Playing games in the mathematics classroom has seemingly become unfashionable. Is it that games suddenly are regarded as "lacking in purpose"? Maybe games are seen as incompatible with the "lesson plan and objectives"? Or is it that games and learning are not two words that are expected to appear in the same sentence? Prepare for the mythology…

Across the primary and secondary phases, pupils are encouraged to use and apply their knowledge, skills, and understanding of mathematics to solve problems in a variety of forms, ranging from single-stage word problems to the challenge of extended rich tasks. Amongst many others, Cockcroft (1982) emphasised the importance and relevance of…

There are many advantages to having a national approach to teaching and learning mathematics. In England the approach brought with it a number of elements; a national curriculum, national tests and later a framework for teaching mathematics. There have been many great things emerge from these developments... an enhanced understanding of…

In this article, the author explores the theme of inclusion. Inclusion is one of the themes within the recent Qualifications and Curriculum Authority (QCA) publication: "Engaging mathematics for all learners" and the author had the good fortune to participate in this project. This involved working with five schools which, frivolously, all had a…

Solving true problems requires persistence. The National Council of Teachers of Mathematics (NCTM) states that "problem solving means engaging in a task for which the solution method is not known in advance. In order to find a solution, students must draw on their knowledge, and through this process they will often develop new mathematical…

Presents activities and ways of addressing the preferred learning styles of students in mathematics classrooms. (ASK)

An article by Skemp (1976) on mathematical understanding describes two different types of "understanding", "relational" understanding which he initially describes simply as "knowing both what to do and why", and "instrumental" understanding which he describes in the first instance as "rules without reasons". In this article, the author highlights…

Discusses numeracy strategy. Focuses on gaining insight into student understanding of number. Discusses the benefits of this long-overdue numeracy strategy. (ASK)

Mathematics is not only taught because it is useful. It should be a source of delight and wonder, offering pupils intellectual excitement and an appreciation of its essential creativity. In this article, the author discusses four basic principles that he currently believes: (1) All children can do mathematics; (2) Active participation is required…

Investigates what mathematical thinking is, what sorts of tasks might encourage mathematical thinking, and what the teacher can do to promote mathematical thinking. Illustrates mathematical thinking and includes a summary table. (KHR)

Discusses ways to promote mathematical thinking by using effective questioning. Presents an instructional example to encourage students to think in mathematics class. (KHR)

Despite plenty of practice, many students find interpreting and solving word-problems difficult. How can teachers work with students so that they learn to make appropriate sense (or should it be "inappropriate sense"?) of word-problems? One way to investigate how students make sense of word-problems is to ask them to write some of their own. The…