ProfSmudge
@profsmudge
School maths should be more than tables and algorithms. I try to write materials that show that. Dietmar Küchemann
I've just read the paper more closely. It seems they did reverse the number line for half their subjects. They also varied the way they expressed the quantities, as here. In general children did better than adults (not because they understand fractions better!).
I pride myself on my bread-slicing skills, except I so often create an overhang.
Many thanks, Matt. I wonder whether you remember your similar nice scaling response (below) to a fraction task that I posted a couple of years ago? I discussed it at the recent BSRLM conference.
In #MathsToday (Y5) tried to use the standard algorithm to subtract 11:05 hours from 15:00 hours. [We'd already solved it informally.] What happens when we have to 'borrow' 1 from the hours column? Does this give us 10 lots of 10-minutes or 6?
Had another look last night at this stimulating book from 1997. "Students build mathematical understandings by reflecting and communicating" about challenging problems. Isn't it time we consigned Teaching for Mastery to history, alongside Gibb, Gove and Cummings, the ideologues who promoted it.
@brewdogofficial.bsky.social Cold beer? As opposed to Warm piss? Is this the worst beer in the world? Brewed for 12 year olds, perhaps? Sugar water with a bit of Ovaltine. Yuk.
Sainsbury's v Asda tissues - similar value? £1 v 80p 226 v 180 sheets 9.3 v 6.9 m²
Van Aubel's Theorem (mentioned in Paul's report): the purple lines are equal and at right angles. The diagram, based on an article by Yutaka Nishiyama, provides the skeleton of a proof (nicer than Paul's proof based on vectors (in my view!)).
Inspection (or 'cover up') is nice - but why not something more challenging, such as this?