Jennie Golding

Mathematics challenge, enjoyment and success for all; mathematics education practice, research, policy and debate.

[Jennie Golding @Jenniemaths]

@nathanturnerspc @Mathematical_A Yes - might even call them 'Core Maths'! But a level 2 Core Maths instead of endless GCSE resits, would also refresh post-16 (or even post-14) provision. Mathematical, data, financial, digital literacies all key for education today

[Mark Dawes @mdawesmdawes]

Brilliant to see that one of the key architects and supporters of #CoreMaths, Professor Paul Glaister, has been awarded the CBE.
(The citation should read: "For services to Core Maths", obvs)
@p_glaister @CoreMathsTom @CoreMathsCat

[Jennie Golding @Jenniemaths]

I respect much of what Hannah says, but suggesting much of our current maths teaching workforce can only 'traumatise' young people flies against the evidence, and ignores great post-16 opportunities such as Core Maths

[Jennie Golding @Jenniemaths]

https://t.co/PybG5NdJrs

[Jennie Golding @Jenniemaths]

Webinar aimed at HTs, maths and science teachers, Weds 11 Nov, 1700h-1800h: What's in TIMSS for my school and teaching? Some nice little problems, for a start.. https://t.co/FspK8i1U5H

[Jennie Golding @Jenniemaths]

Women face 'pay penalty' after giving birth https://t.co/uDPFRLzp3A via @MailOnline
Perhaps other things also matter: quality of the family life, relationships with children.... there are plenty of years to work.

[Jennie Golding @Jenniemaths]

Pretty chuffed. :-)

[Jennie Golding @Jenniemaths]

https://t.co/O8fpZ6xhqH

[Jennie Golding @Jenniemaths]

@numberphile @SparksMaths Love it. :-)

[Jennie Golding @Jenniemaths]

@moragmalcolm Go for it!

[Jennie Golding @Jenniemaths]

@natcarrmaths See https://t.co/TyLcOQqEKC for what look potentially good resources for these students, coming weekly..... :-)

[Jennie Golding @Jenniemaths]

https://t.co/0Ex8bSOxNp

[Eleanor Baggaley @ebaggaley]

Who doesn’t want to read some positive news?!

[Jennie Golding @Jenniemaths]

@ATMMathematics Wonderful - thank you ATM. :-)

[Jennie Golding @Jenniemaths]

@early_learner @larkylass1969 So, so important. We're actually none of us hard-wired for it, but for littlies this is core of their growing identities.

[Ben Sparks @SparksMaths]

#lockdownmath This is a favourite visualisation of a geometric complex number question: https://t.co/4jTs5NtcUV

Original question here (from MEI FP2 textbook in UK):

[Jennie Golding @Jenniemaths]

If you are in touch with year 10 students upwards and want to encourage A Level or HE mathematics interest and foundations, see https://t.co/TyLcOQqEKC
Thank you AMSP!

[Jennie Golding @Jenniemaths]

@missradders I would, at least as an alterative way of understanding it - and explain why, or ask why they are equivalent in this case. It helps students appreciate the significance of it being a discrete distribution - and understand the adjustment you then have to make in boundaries.

[Jennie Golding @Jenniemaths]

@helenjwc John has an enviable turn of phrase. :-)

[Jennie Golding @Jenniemaths]

@RJS2212 @onechriswhite Spoilt for choice.... I didn't see it, but e.g.
Think of a number (any number, +/-, fraction, decimal :-) ), add 5, triple your answer, -11, subtract the number you first thought of, halve your answer, add 7, take away the number you first thought of.... and your answer is?