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Must-Be Maths

Maths facts that <i><b>must be so</b></i>

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Must-Be Maths | mustbemaths.com Reviews
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Maths facts that &lt;i&gt;&lt;b&gt;must be so&lt;/b&gt;&lt;/i&gt;
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1 must be maths
2 posted by
3 james pearce
4 no comments
5 labels 3d
6 reflection
7 rotation
8 transformations
9 labels prime numbers
10 category 1
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must be maths,posted by,james pearce,no comments,labels 3d,reflection,rotation,transformations,labels prime numbers,category 1,examples,calculations with fractions,category 2,johnny griffith's risps,category 3,finding areas,labels trigonometry,indices
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Must-Be Maths | mustbemaths.com Reviews

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Maths facts that &lt;i&gt;&lt;b&gt;must be so&lt;/b&gt;&lt;/i&gt;

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1

Must-Be Maths: My first experiment with flipped learning

http://www.mustbemaths.com/2015/06/my-first-experiment-with-flipped.html

Maths facts that must be so. Sunday, 28 June 2015. My first experiment with flipped learning. I have recently started experimenting with a flipped learning model with my A Level classes - with the topic of Functions (in Edexcel C3) they are currently studying having finished their AS exams. I am keen to develop a model and am hoping to implement this model in the new academic year with the new cohort of Year 12 classes. Wwwmathspad.co.uk/interactives/alevelfunctions/a.html. Domain and Range Task. For the...

2

Must-Be Maths: September 2015

http://www.mustbemaths.com/2015_09_01_archive.html

Maths facts that must be so. Sunday, 27 September 2015. Reflections on #MathsConf5 - The dangers of students over- or under-gerneralising. The trouble here is that students have over-generalised their entire concept of mean from a subset of similar cases. Are they aware that there are cases outside of this subset where this rule does not apply? There wasn’t an addition sign in sight! It strikes me that the early examples students encounter when first learning about a new concept have a great impact on th...

3

Must-Be Maths: April 2015

http://www.mustbemaths.com/2015_04_01_archive.html

Maths facts that must be so. Tuesday, 21 April 2015. Mathematical Proof: the very essence of must-be maths? Consider this proof problem:. Prove that the sum of any 3 consecutive integers is always a multiple of 3. Many students' first attempts may involve starting with three unknowns: a, b and c. However, this approach clearly falters immediately, as summing these gives no indication as to their factors. One more than the first and the third necessarily. Two more than the first. Thus it is to me, that to...

4

Must-Be Maths: Learn the formula or learn the idea? What does deep connected mathematical understanding look like?

http://www.mustbemaths.com/2015/03/learn-formula-or-learn-idea-what-does.html

Maths facts that must be so. Wednesday, 25 March 2015. Learn the formula or learn the idea? What does deep connected mathematical understanding look like? Consider the area of this sector:. Students may learn a formula for this area, something like:. Memorising formulas strikes me as a fundamentally non-mathematical. For example is more efficient than deriving it from more basic ideas every time you want to use it - and efficiency is certainly a desirable trait in mathematics. In time from simpler ideas:.

5

Must-Be Maths: Reflections on #MathsConf5 - The dangers of students over- or under-gerneralising

http://www.mustbemaths.com/2015/09/reflections-on-mathsconf5-dangers-of.html

Maths facts that must be so. Sunday, 27 September 2015. Reflections on #MathsConf5 - The dangers of students over- or under-gerneralising. The trouble here is that students have over-generalised their entire concept of mean from a subset of similar cases. Are they aware that there are cases outside of this subset where this rule does not apply? There wasn’t an addition sign in sight! It strikes me that the early examples students encounter when first learning about a new concept have a great impact on th...

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