Category: Hands on maths
-

Do you ever feel like you are doing all of the right things when teaching doubles, but you’re not seeing transfer? A student can know their doubles facts and still not use doubling as a mathematical strategy. But what does it actually mean to know doubles? Because these are not necessarily the same thing. A…
-

When planning a mathematics unit, what is the hero of your planning? Is it the problem or activity? The worksheet? The lesson sequence? Or is it the mathematics itself? From surface level to mastery, to what extent do we plan? Or are we simply assembling a sequence of activities that align with the curriculum outcome?…
-

Differentiation isn’t three worksheets. It’s one worthwhile mathematical experience with deliberate supports, constraints and extensions.
-

In many classrooms, mathematics quickly becomes all about getting the right answer. How often do students come to you to simply ask “Did I get it right?” If yes, they are ecstatic, if no they can often give up on the spot! But what if we thought about the process: before students can confidently apply…