25 June 2018

Introducing Cat Maths cards, activities, games and lessons

The Cat Maths cards are amazing Cat Maths cards are available now. The cards are versatile, engaging and afford multiple learning opportunities in mathematics, including statistics. There are also a whole range of games you can play with them, appealing to different people. Children learn well in games, and these rich and varied cards allow for a wide range of games that teach concepts and skills through their mechanisms. We would love you to buy through our shop or by emailing us. Or you will be able to buy The Cat Pack in retail stores in New Zealand. We are […]
2 May 2018

Why decimals are difficult

Why decimals are difficult Recently a couple of primary teachers admitted a little furtively to me that they “never got decimals”. It got me wondering about what was difficult about decimals. For people who “get” decimals, they are just another number, with the decimal point showing. Clearly this was not the case for all. So in true 21st century style I Googled it: “Why are decimals difficult” I got some wonderfully interesting results, one of which is a review paper by Hugues Lortie-Forgues, Jing Tian and Robert S. Siegler, entitled “Why is learning fraction and decimal arithmetic so difficult?”, which I draw […]
19 March 2018

Improvisation in the Mathematics Classroom

The following is a guest post by Andrea Young, requested by Dr Nic Petty. Improvisation comedy Improvisation comedy, or improv for short, is theater that is unscripted.  Performers create characters, stories, and jokes on the spot, much to the delight of audience members.  Surprisingly, the goal of improv is not to be funny!  (Or maybe this isn’t surprising–people trying hard to be funny rarely succeed.)  Rather, improv comedians are encouraged to be “in the moment,” to support their fellow players, and to take risks–the humor follows as a natural consequence. What does this have to do with mathematics and mathematics […]
5 March 2018

There are many good ways to teach mathematics

There are many good ways to teach mathematics and statistics Hiding in the bookshelves in the University of Otago Library, I wept as I read the sentence, “There are many good ways to raise children.”  As a mother of a baby with severe disabilities the burden to get it right weighed down on me. This statement told me to put down the burden. I could do things differently from other mothers, and none of us needed to be wrong. The same is true of teaching maths and stats – “There are many good ways to teach mathematics and statistics.” (Which […]
15 February 2018

The problem with videos for teaching maths and stats

The message of many popular mathematics and statistics videos is harming people’s perceptions of the nature of these disciplines. I acknowledge the potential for conflict of interest in this post –  critically examining the role of video in learning and teaching mathematics and statistics – when StatsLC has a YouTube channel, and also provides videos through teaching and learning systems. But I do wonder what message it sends when people like Sal Khan of Khan Academy and Mister Woo are applauded for their well-intentioned, and successful attempts to take a procedural view of mathematics to the masses. Video by its […]
2 December 2017

Mind the gap

Teach the students you have Our job as teachers at any level is to teach the students we have. I embrace this idea from Dr Kevin Maxwell: “Our job is to teach the students we have. Not the ones we would like to have. Not the ones we used to have. Those we have right now. All of them.” I believe Maxwell’s focus was on the diverse learning needs we have in our classes. I would like to take another angle on this. If students do not have the needed skills to learn what we are teaching, then we need to […]
9 October 2017

Rich maths with Dragons

Thanks to the Unlocking Curious Minds fund, StatsLC have been enabled to visit thirty rural schools in Canterbury and the West Coast and provide a two-hour maths event to help the children to see themselves as mathematicians. The groups include up to 60 children, ranging from 7 to 12 years old – all mixed in together. Here is a link to a story about us from Unlocking Curious Minds. What do mathematicians do? We begin by talking about what mathematicians do, drawing on the approach Tracy Zager uses in “Becoming the Math teacher you wish you had”. (I talk more […]
20 July 2017

Dragon Trainer rich mathematical task

I love rich mathematical tasks. Here is one for all levels of schooling. What do you think? Background to rich tasks A rich task is an open-ended task that students can engage with at multiple levels. I use the following information from the nrich website when I am talking to teachers about rich tasks. Background to Dragonistics data cards In this task we use our Dragonistics data cards, which are shown here. For a less colourful exercise you could use 24 pieces of card with numbers 1 to 8 on them. Each dragon has a strength rating of between 1 […]
13 July 2017

Mathematics and statistics lessons about elections

Study elections in mathematics because it is important Too often mathematics is seen as pure and apolitical.  Maths teachers may keep away from concepts that seem messy and without right and wrong answers. However, teachers of mathematics and statistics have much to offer to increase democratic power in the upcoming NZ general elections (and all future elections really). The bizarre outcomes for elections around the world recently (2016/2017 Brexit, Trump) are evidence that we need a compassionate, rational, informed populace, who is engaged in the political process, to choose who will lead our country. Knowledge is power, and when people […]
15 February 2017

Educating the heart with maths and statistics

What has love got to do with maths? This morning at the Twitter chat for teachers, (#bfc630nz) the discussion question was, How and what will you teach your students about life this year? As I lurked I was impressed at the ideas and ideals expressed by a mixed bunch of teachers from throughout New Zealand. I tweeted:  “I wonder how often maths teachers think about educating the heart. Yet maths affects how people feel so much.” My teaching philosophy is summed up as “head, heart and hands”. I find the philosophy of constructivism appealing, that people create their own understanding […]