Reconsidering Maths as a Creative Discipline

Creativity is at the heart of mathematical practice, with models, images and symbols providing a foundation for solving problems, building empathy and considering others’ points of view. Josh Lury offers some tactics for approaching maths problems while deepening creativity.

‘It sometimes happens that during an arithmetic lesson, when the very atmosphere seems heavy with tedium, a butterfly will flutter into the classroom from out of doors. Then the urchins will all crane their necks and follow its flight with curiosity, as if they saw before them something strange and new and not simply a butterfly.’

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#43880"
  ["title"]=>
  string(48) "Collaborative Problem-Solving: PISA Results 2015"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(53) "https://www.teachingtimes.com/problem-solving_271117/"
  ["post_date_timestamp"]=>
  int(1511361454)
  ["objectID"]=>
  string(12) "post-43880-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(212) "This OECD report shows that girls are much better than boys at working together to solve problems, following the world's first global tests on collaborative problem-solving skills.
Leadership Briefing 12.03 (135)"
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(378) "... make better decisions than individuals.Schools with more diversity in their student intake are also more likely to be associated with bettercollaborative skills, at least relative to performance in the academic disciplines.The classroom environment seems to influence how well students work together.Week Commencing 27th November 2017http://www.keepeek ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(48) "Collaborative Problem-Solving: PISA Results 2015"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(212) "This OECD report shows that girls are much better than boys at working together to solve problems, following the world's first global tests on collaborative problem-solving skills.
Leadership Briefing 12.03 (135)"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5622) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.COLLABORATIVE PROBLEM-SOLVING: PISARESULTS 2015KeywordsCollaborativeproblem-solving, skills,PISA, students,group, workingtogether,gender, socialbackground,academic tests,teamworkSummaryThis OECD report shows that girls are much better than boys at working together to solveproblems, following the world’s first global tests on collaborative problem-solving skills.TSome 125,000 15-year-olds in 52 countries and economies took part in the test, which analyses forthe first time how well students work together as a group, their attitudes towards collaboration and theinfluence of factors such as gender, after-school activities and social background.As might have been expected, students who are high achievers in academic tests are also likely to bebetter at problem solving with other people.They are likely to have the skills in interpreting information and complex reasoning that will help themwith any kind of problem solving.The same holds true across countries. Top-performing countries in academic tests, such as Japan,South Korea, Singapore, Estonia, Finland and Canada, are also high performers at collaborativeproblem solving.But it’s not always the case. Chinese students, who do very well in maths and science, are onlyaverage in their collaborative skills.Five years ago, PISA carried out tests on individual problem-solving skills. These showed that boystended to do better in most countries. But when the element of collaboration is added to the problemsolving, girls outperformed boys in in every country. In the UK this gender gap is one of the largest.Girls show more positive attitudes towards relationships, meaning that they tend to be more interestedin others’ opinions and want others to succeed.Boys, on the other hand, are more likely to see the benefits of teamwork and how collaboration canhelp them work more effectively and efficiently.Disadvantaged students are more likely to see the value of teamwork than their advantaged peers.They tend to report that they prefer working as part of a team to working alone, and that they thinkteams make better decisions than individuals.Schools with more diversity in their student intake are also more likely to be associated with bettercollaborative skills, at least relative to performance in the academic disciplines.The classroom environment seems to influence how well students work together.Week Commencing 27th November 2017http://www.keepeek.com/Digital-Asset-Management/oecd/education/pisa-2015-results-volume-v_9789264285521-en#.WhV0QDdpFPY#page4http://www.keepeek.com/Digital-Asset-Management/oecd/education/pisa-2015-results-volume-v_9789264285521-en#.WhV0QDdpFPY#page4Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.When students have a lot of communication-intensive activities – such as taking part in classdebates or arguing about science questions – they are more likely to have positive attitudes towardscollaboration.Where teachers are supportive and have more positive relationships with students, this also is morelikely to be linked to higher levels of working together.Schools can identify students who are socially isolated and provide social activities where they canbuild relationships – and they can work harder to prevent bullying.So teachers can make a difference in encouraging such co-operation and making schools places thatsupport collaborative behaviour.Parents need to play their part too. For example, students scored much higher in the collaborativeproblem-solving assessment when their parents showed an interest in school activities.What happens outside school is important, with social, or perhaps anti-social, influences.Students who use the internet for chatting or social networking tend to better at collaborative problemsolving. But students who play video games seem to do worse, even after considering social andeconomic factors.UK Key Findings: ■ The United Kingdom’s students perform even better in collaborative problem solving than theiraverage or above-average performance in science, reading and mathematics would suggest. ■ Roughly one in eight students (12%) in the United Kingdom achieves Level 4, the top level ofproficiency in collaborative problem solving. These students can carry out advanced problem-solving tasks with high collaboration complexity, maintain an awareness of group dynamics,and take the initiative to perform actions or make requests to overcome obstacles and resolvedisagreements. On average across OECD countries, only 8% of students can perform at thislevel. ■ Just over one in five students (22%) in the United Kingdom perform below Level 2. On averageacross OECD countries, 28% of students perform below Level 2. These students are at best ableto complete tasks with low problem complexity and limited collaboration complexity. They tend tofocus on their individual role within the group, and might be able to enact plans when prompted todo so. ■ The observed variation in students’ performance in collaborative problem solving is roughly 17%higher in the United Kingdom than it is on average across OECD countries, meaning that thereis a wider gap between high and low performers in"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(4) {
        [0]=>
        string(13) "reconsidering"
        [1]=>
        string(5) "maths"
        [2]=>
        string(8) "creative"
        [3]=>
        string(10) "discipline"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Collaborative Problem-Solving: PISA Results 2015

22 Nov 2017

array(8) {
  ["distinct_key"]=>
  string(10) "post#35982"
  ["title"]=>
  string(29) "Secondary National Curriculum"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(60) "https://www.teachingtimes.com/secondary-national-curriculum/"
  ["post_date_timestamp"]=>
  int(1184863993)
  ["objectID"]=>
  string(12) "post-35982-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(339) "The revised Secondary National Curriculum aims to improve coherence across the curriculum; make better connections between subjects; ensure progression from Key Stage 3 through Key Stage 4; show how schools can integrate the Every Child Matters agenda, and take account of post-14 developments.

Folder: Leadership Briefings Issue 2.08 ..."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(391) "... have more freedom to offer economically useful world languages such as Mandarin and Urdu. Lessons should help children develop intercultural understanding.· Mathematics: described as a creative discipline with an international language.· Citizenship: following Keith Ajegbo’s review, pupils will learn shared British values and study national identity in the UK ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(29) "Secondary National Curriculum"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(340) "The revised Secondary National Curriculum aims to improve coherence across the curriculum; make better connections between subjects; ensure progression from Key Stage 3 through Key Stage 4; show how schools can integrate the Every Child Matters agenda, and take account of post-14 developments.

Folder: Leadership Briefings Issue 2.08 (20)"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5622) "ResourceNEW SECONDARY SCHOOL CURRICULUMOriginal DocumentThe revised Secondary National Curriculum aims to improve coherence across the curriculum; make better connections between subjects; ensure progression from Key Stage 3 through Key Stage 4; show how schools can integrate the Every Child Matters agenda, and take account of post-14 developments. KeywordsSecondary schools, Key Stage 3, Key Stage 4, curriculum, Every Child MattersSummaryThe new Key Stage 3 curriculum will be phased in over a three-year period. It becomes statutory for Year 7 pupils in September 2008. From September 2009, it will apply to all Year 7 and Year 8 pupils. From September 2010, it will apply across Years 7, 8 and 9. Changes at Key Stage 4 will start in September 2009.Key features of the new curriculum:The programme of study for each subject starts with a statement about the aims of the national curriculum, which are to develop:· Successful learners who enjoy learning, make progress and achieve.· Confident individuals who lead safe and healthy lives.· Responsible citizens who make a positive contribution to society.· All programmes of study take the same format, and identify:· Key concepts that are at the heart of each subject.· Key skills and processes that pupils learn to make progress in the subject.· Range and content that outline the breadth of the subject from which the areas to be studied should be drawn.· Curriculum opportunities that pupils should be given to improve their engagement with the subject.· Most have common elements. For example, all pupils need to develop a critical understanding of communications, the environment and themselves.All 11-14 year old pupils will continue to study all 12 subjects of the National Curriculum. Key changes include:· History: pupils should be able to identify and understand the major events, changes and developments in British, European and world history covering at least the medieval, early modern, industrial and twentieth-century periods.· English: in addition to at least one play by Shakespeare, teachers have lists of contemporary, 20th century and older authors to draw on. Teachers can also look at “multimodal texts” that combine written, aural and visual, for example the combination of words and images in a newspaper or words, images, video clips and sound on a website.· Languages: as well as French, Spanish and German, schools will have more freedom to offer economically useful world languages such as Mandarin and Urdu. Lessons should help children develop intercultural understanding.· Mathematics: described as a creative discipline with an international language.· Citizenship: following Keith Ajegbo’s review, pupils will learn shared British values and study national identity in the UK, including issues such as the legacy of the British Empire.· Geography: a clearer focus on sustainable development, environmental change and world poverty to prepare young people to become global citizens.· Cooking: 11-14 year olds will have an entitlement to cook. They will be taught how to make simple, healthy meals from basic fresh ingredients.· Science: will include study of the ethical and moral implications of science, the effect of drugs, and sexual health. All pupils who reach the required level will be able to study three separate sciences – Physics, Chemistry and Biology – for GCSE by September 2008.· Economic well-being: pupils will be taught essential financial life skills through functional maths and in Personal Social Health and Economic Education. These will include: personal finance, enterprise and financial capability; learning about risk and reward; investment and trade; personal budgeting; mortgages; interest rates; and balancing credit cards.· PE: lessons will combine physical activity with learning how exercise affects fitness and health. Schools will have even more flexibility to run the physical activities that best meet their pupils’ needs.       ActionTimetable for implementationThe new secondary curriculum website will be launched in September. There will then be a three-year period from 2008-2010 for schools to implement the new programmes of study:· Summer 2007: Qualifications and Curriculum Authority curriculum workshops.· Autumn 2007: new programmes of study and curriculum design and development materials available on the QCA website. DCSF national conferences. National College for School Leadership (NCSL) / Specialist Schools and Academies Trust workshops on leading curriculum change.· Spring 2008: Secondary National Strategy network events for English, mathematics, science, and information and communication technology curriculum leaders. Centre for British Teachers Education Trust and subject associations offer support for teachers of the foundation subjects.· Autumn 2008: First teaching of the new secondary curriculum. First teaching of the revised AS and A2 qualifications. First teaching of the specialised Diploma in IT; society, health and development; engineering; creative and media; and construction and the built environment.· Autumn 2009: First teaching of the revised GCSE. First teaching of the specialised Diploma in land-based and environmental; manufacturing; hair and beauty; business administration and finance; and hospitality and catering.· September 2010: First teaching of specialised Diploma in public services; sport and leisure; retail; and travel and tourism.· Summer 2011: First national curriculum tests for the new secondary curriculum at key stage 3. Evaluation of the impact of the new"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(5) "maths"
        [1]=>
        string(8) "creative"
        [2]=>
        string(10) "discipline"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Secondary National Curriculum

19 Jul 2007

array(8) {
  ["distinct_key"]=>
  string(10) "post#39945"
  ["title"]=>
  string(50) "Making maths phenomenal - The case for programming"
  ["categories"]=>
  array(1) {
    [0]=>
    string(32) "Creative Teaching & Learning"
  }
  ["url"]=>
  string(52) "https://www.teachingtimes.com/makingmathsphenomenal/"
  ["post_date_timestamp"]=>
  int(1344938481)
  ["objectID"]=>
  string(12) "post-39945-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(186) "Professor David Pratt launches his series on making mathematics phenomenal through the carefully designed use of digital technology, with an exploration of the importance of programming."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(394) "... be creative in maths? – Laying down the conditions that help tomake maths considered as a creative subject.http://library.teachingtimes.com/articles/can-you-be-creative-in-maths.htm2) What’s this got to do with maths? – Reporting on a secondary schoolproject that raised its achievements in maths using drama ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(59) "Making maths phenomenal - The case for programming"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(5) "maths"
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(186) "Professor David Pratt launches his series on making mathematics phenomenal through the carefully designed use of digital technology, with an exploration of the importance of programming."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(4228) "theboy begins to move when the message is received.In contrast to conventional Logo, a powerful aspect of Scratch is that itis object-oriented so that sprites, like the boy and the girl, are treated asindependent objects but can communicate with each other through the sendingand receiving of messages. Parallel processing means that sprites and othersobjects might run actions simultaneously whenever triggered. These featuresadd enormous narrative expression.For me, this example demonstrates memorably the sense in whichmathematics in the form of programming can be used to create fantasy orexpress ideas more normally than the domain of art, poetry and music. Whatimpressed me was that this student found programming to be a means ofexpression, a hallmark of making mathematics phenomenal.Figure 3: Scratch screenshot11Volume3.2nCreativeTeaching&LearningFocuson: MathsComing later…In the forthcoming articles I will set out in more detail key aspects of makingmathematics phenomenal. In the second article, I shall focus on how usingmathematics can lead to understanding mathematics, challenging theapparent orthodoxy that learners need first to learn the skills and proceduresbefore they are able to apply them. Even in the programming example, wecan see how some students may have been using the fd and rt commandsbefore having a complete understanding of distance and angle. Or using theinput 😡 in the procedure before understanding algebra.In the third article, I shall discuss the importance of designing tasks thatare seen as purposeful by the students and lead to an experientially-basedsense of how mathematics can ‘get stuff done’. I have commented aboveon how the students may, for the first time, have sensed how algebra mightbe used to create a street of houses with varied sizes.In the fourth article, I shall focus on one specific design principle, wherebyoffering control of their own activity might provide the student with insightsinto powerful mathematical representations. The Logo example offers turtlegraphics as a representation of geometry but at the same time providescommands that control activity to create the geometric pictures andanimations.In the final article, the focus will be on the interface between mathematicsand other aspects of human activity. The Scratch example shows howmathematics can create artistic, poetic and musical experiences. In thisarticle, I shall explore how, by engaging with social decision-making, studentsmay begin to map out the territory of mathematics to appreciate the scopeand limitations of the discipline.Overall, my intention is that the reader will understand that the projectof making mathematics phenomenal is essentially a design challenge. Myexamples will draw on digital technology but I will not be making the argumentthat technology alone offers the solution. On the contrary, technologywithout principled pedagogic design is likely to disengage students byhiding the mathematizing process that can be so creative and enjoyable.The components of making mathematics phenomenal that I will introducein the next four articles are not exhaustive but they are illustrative of howthe carefully designed use of technology could be one important ingredientin the challenge ahead.David Pratt is a Professor of Mathematics at Institute of Education,University of London. d.pratt@ioe.ac.ukKnowledge trails1) Can you be creative in maths? – Laying down the conditions that help tomake maths considered as a creative subject.http://library.teachingtimes.com/articles/can-you-be-creative-in-maths.htm2) What’s this got to do with maths? – Reporting on a secondary schoolproject that raised its achievements in maths using drama.http://library.teachingtimes.com/articles/whats-this-got-to-do-with-maths.htm3) Maths adventures – An alternative to computer-based mathematical gameshas caused children to ‘hug each other in excitement’. We find out why.http://library.teachingtimes.com/articles/ctl-1-4_maths-adventure.htmReferencesPapert, S. (1982). Mindstorms: Children, Computers and Powerful Ideas. London:Harvester Press."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(5) "maths"
        [1]=>
        string(8) "creative"
        [2]=>
        string(10) "discipline"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(4) {
        ["value"]=>
        string(41) "Creative Teaching & Learning"
        ["matchLevel"]=>
        string(7) "partial"
        ["fullyHighlighted"]=>
        bool(false)
        ["matchedWords"]=>
        array(1) {
          [0]=>
          string(8) "creative"
        }
      }
    }
  }
}

Creative Teaching & Learning

Making maths phenomenal - The case for programming

14 Aug 2012

array(8) {
  ["distinct_key"]=>
  string(10) "post#40057"
  ["title"]=>
  string(30) "Mathematics can be phenomenal!"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(57) "https://www.teachingtimes.com/mathematicscanbephenomenal/"
  ["post_date_timestamp"]=>
  int(1351596924)
  ["objectID"]=>
  string(12) "post-40057-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(205) "To help students reconnect
with maths Dave Pratt
introduces the notion of
making maths phenomenal
through carefully designed
digital technology. Here
he looks at the value of
programming."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(417) "... Professor of Mathematics Education at Institute of Education,University of London. d.pratt@ioe.ac.ukThe complete series on ‘Making mathematics phenomenal’ will be publishedin Creative Teaching and Learning. For more details, visit: http://www.teachingtimes.com/publications/creative-teaching-and-learning.htmKnowledge trails1) Pupils, maths and motivation – Maths can ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(30) "Mathematics can be phenomenal!"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(205) "To help students reconnect
with maths Dave Pratt
introduces the notion of
making maths phenomenal
through carefully designed
digital technology. Here
he looks at the value of
programming."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(1) {
        [0]=>
        string(5) "maths"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(4076) "than the domain of art, poetry and music. What impressed mewas that this student found programming to be a means of expression, a hallmark ofmaking mathematics phenomenal.44Vol 4.2School Leadership Todaywww.teachingtimes.comLeadingLearningMathemathics Coming later…This article is the first in a series on ‘Making Mathematics Phenomenal’ which will bepublished in Creative Teaching and Learning. In the second article, I shall focus on howusing mathematics can lead to understanding mathematics, challenging the apparentorthodoxy that learners need first to learn the skills and procedures before they are ableto apply them. Even in the programming example, we can see how some students mayhave been using the fd and rt commands before having a complete understanding ofdistance and angle. Or using the input 😡 in the procedure before understanding algebra.In the third article, I shall discuss the importance of designing tasks that are seenas purposeful by the students and lead to an experientially-based sense of howmathematics can ‘get stuff done’. I have commented above on how the students mayfor the first time have sensed how algebra might be used to create a street of houseswith varied sizes.In the fourth article, I shall focus on one specific design principle, wherebyoffering control of their own activity might provide the student with insights intopowerful mathematical representations. The Logo example offers turtle graphics asa representation of geometry but at the same time provides commands that controlactivity to create the geometric pictures and animations.In the final article, the focus will be on the interface between mathematics andother aspects of human activity. The Scratch example shows how mathematics cancreate artistic, poetic and musical experiences. In this article, I shall explore how, byengaging with social decision-making, students may begin to map out the territory ofmathematics to appreciate the scope and limitations of the discipline.Overall, my intention is that the reader will understand that the project of makingmathematics phenomenal is essentially a design challenge. My examples will drawon digital technology but I will not be making the argument that technology aloneoffers the solution. On the contrary, technology without principled pedagogic designis likely to disengage students by hiding the mathematizing process that can be socreative and enjoyable. The components of making mathematics phenomenal, thatI will introduce in the next four articles, are not exhaustive but they are illustrative ofhow the carefully designed use of technology could be one important ingredient in thechallenge ahead.Dave Pratt is a Professor of Mathematics Education at Institute of Education,University of London. d.pratt@ioe.ac.ukThe complete series on ‘Making mathematics phenomenal’ will be publishedin Creative Teaching and Learning. For more details, visit: http://www.teachingtimes.com/publications/creative-teaching-and-learning.htmKnowledge trails1) Pupils, maths and motivation – Maths can be a tricky subject toteach in an inspiring way, but a new university–led project is capturingchildren’s interest using technology and famous speakers.http://library.teachingtimes.com/articles/pupils-maths-and-motivation.htm2) Maxed out on maths – Schools are entering more and more studentsfor GCSE maths before they turn 16. A new report suggests the practicecould be doing more harm than goodhttp://library.teachingtimes.com/articles/maxedoutonmaths.htm3) What’s this got to do with maths? – How one secondary schoolimplemented a project to raise achievement in maths using drama.http://library.teachingtimes.com/articles/whats-this-got-to-do-with-maths.htmArticle available in Creative Teaching and Learning on the ProfessionalLearning Community (access by subscription).FurtherinformationPapert, S. (1982).Mindstorms:Children,Computers andPowerful Ideas.London: HarvesterPress.mai"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(5) "maths"
        [1]=>
        string(8) "creative"
        [2]=>
        string(10) "discipline"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Mathematics can be phenomenal!

30 Oct 2012

Cookie	Duration	Description
cookielawinfo-checbox-analytics	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Analytics".
cookielawinfo-checbox-functional	11 months	The cookie is set by GDPR cookie consent to record the user consent for the cookies in the category "Functional".
cookielawinfo-checbox-others	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Other.
cookielawinfo-checkbox-necessary	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookies is used to store the user consent for the cookies in the category "Necessary".
cookielawinfo-checkbox-performance	11 months	This cookie is set by GDPR Cookie Consent plugin. The cookie is used to store the user consent for the cookies in the category "Performance".
viewed_cookie_policy	11 months	The cookie is set by the GDPR Cookie Consent plugin and is used to store whether or not user has consented to the use of cookies. It does not store any personal data.

Create an account to read this article

£7.00+ VAT

Register for free

Cookies