In this Impact Minute ⏲️ @AndyA3h introduces his article, 'The balancing act: Maths teaching that is knowledge-rich and child-centred'.
Read this article in our 20th issue of Impact, available to read online: https://t.co/KWct9MmCUi
#ImpactMinute#MathsTeacher#PrimaryMaths
@OliverRMills @LimesWright @mathsjem Not sure about WR but our school uses MNP and it actually introduces it within one whole first which I think is better...
@MichaelOllerton@CMaths3 Surely start with the mathematical goals (including habits and beliefs) you want and this will determine SoW and manipulatives?
@ccooper1309 I did two A levels - media studies and Photography and I'm now doing a PhD in mathematics education. To suggest that A levels predict FE success is crazy imo..
@ddmeyer @UDMichy Have you written about your opinion to modelling that you talk about here? I am studying teachers' use of models and their related beliefs...
Exclusive: Crass misunderstanding of social science research and simplistic approach to shoehorn positivistic methodology as only valid method. https://t.co/fqvcB7d2MH
New, in press at Educational Researcher! Hugo Lortie-Forgues and I reanalysed 141 educational RCTs commissioned by @EducEndowFoundn and @IESResearch, finding that 57% were uninformative (had Bayes factors between 1/3 & 3). Should we be concerned? Preprint: https://t.co/rLnz9deN5T
In classrooms we sometimes tend to think of talking as being synonymous with 'participation' but listening and writing (i.e. thinking) are at least as important forms of participation as is talking.
@MissHaughey Agree. It's also vital not to gloss over the fact that they all use the same state 'rubber stamped' textbook which provides a significant backbone to their pedagogical subject knowledge.