runningstitch314.bsky.social
Maths Lead Practitioner Assistant Maths Hub Lead, Research School Evidence Lead. Crochet and crafter, sewist, reader, runner, mum of 2 fab teenage boys in Brighton.
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406 following
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Congrats Pete, sounds like fun!
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"Same Surface Different Deep"
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Thanks for this - I’ve just got my copy of the book and have just tried @catrionaagg.bsky.social ‘s fab Normal dist activity. One q though - am correct that it doesn’t matter whether or not I use strict inequalities as dist is continuous? Thanks! #ALevelMaths
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[...] we must all take responsibility for teaching maths in our own subjects – providing students with greater opportunities to connect maths to real world examples."
But I'd also like to echo that simply not being negative about maths should be a core thing that all educators take care to do.
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If I had to pick out one paragraph to vehemently agree with it would possibly be "The development of maths within students cannot and should not be laid exclusively at the feet of the maths teacher, and much like the now widely accepted approach that all teachers are responsible for literacy, [...]
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I think we go into quite a lot of depth so those topics can still be quite tricky. Yes some Ss will have had more experience so will still be ok, but we are also trying not to put off the less confident ones.
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Surds, indices, algebraic manipulation. They are the basics that they need to be really fluent with to be able to access the rest.
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The head at my old school used to say it all the time. I lost just a little bit of respect.
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Without further adieu.
Hate that!
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It will only work when the centre is the origin so definitely of limited use
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Yes! That's exactly it. Thank you!
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Need to brush up on this trig stuff - there are lots of seemingly plausible methods but a definite "best" way to do them! 🙏
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Thank you. Thought it might be something to do with this.
I was trying to use a sort of "complete the square" method but I can see how that would be problematic when other variables are involved.
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It's in Edexcel y2 Pure chapter 8 ex 8B question 5b)
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Brill that's exactly what I want! Thanks
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Coming back to teach ALevel again after 5 years in an 11-16 school I still haven't got my head around the "new" spec!
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Thanks that's really useful
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They just get so wedded to the algorithm but don't understand why it works.
I asked them "how many to get from 784 to 1000" and most again wanted to do a nasty subtraction with loads of exchanging! And of course make errors.
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My nurture y8 group always want to use column methods in preference to anything else. We've just spent a term on the @ncetm.bsky.social Securing Foundations resources, they're starting to understand how to be efficient and use number sense instead
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Pin #MathsToday and look who has posted - that has really helped me
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Love Belleville Rendezvous. Great soundtrack album too!
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I also adapted a fantastic @draustinmaths.com worksheet (quadratics grid fill in the blanks) so they already had the grid filled in and just had to find the factors. Hopefully it will help.
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I also adapted a fantastic @draustinmaths.com worksheet (quadratics grid fill in the blanks) so they already had the grid filled in and just had to find the factors. Hopefully it will help.
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I always teach it this way now.
Today I've been writing dept lessons for y8s first meeting double brackets - I want to set them up with the grid exactly so they can do this skill later on.
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Thanks, good tip, will do!
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Yep agree. I hate it when I'm with someone whose phone beeps every 2 seconds. They can wait. (I still check my phone far too often though! )