19 June 2019

Fluency in maths

Fluency in language I can recite Latin verbs: the present tense of love is amo, amas, amat, amamus, amatis, amant. I recited them as I swam up and down the pool forty years ago: Amabo, amabis, amabit (breathe) amabimus, amabitis, amabunt (breathe). But if I were suddenly faced with an ancient Roman and had to express my affection, it would take a bit of thinking. I lack fluency in speaking Latin. When we are fluent in a language, we can respond and converse without having to think too hard. The language comes naturally, and we do not use up space […]
12 March 2019

Multiplication facts or multiplicative thinking

We just want them to know their tables! It is a truth universally acknowledged by high school maths teachers that students need to be fluent in multiplication facts. (Apologies to Jane Austen) You can read more about this claim in my previous post: What Maths Teachers wish Year 9 students knew I have been thinking about why this is the case, what is so special about multiplication facts, and whether it is more an indicator of something else. Maths teachers like to teach algebra. Simplifying algebraic expression, and factorising quadratics are made much easier if one is at home with multiplication […]
26 February 2019

What Maths Teachers wish Year 9 students knew

What do high school teachers want from their students when they arrive in Year 9? This is an important question. One of the biggest jumps in education in New Zealand is from primary/intermediate (years 1 to 8) to secondary (Years 9 to 13). In most cases children are taught by generalist teachers in primary/intermediate (which I will call primary from now on) and by specialist maths teachers at secondary school. Please be clear that this is NOT a criticism of Primary teachers. Primary teachers do an amazing job teaching such a wide range of subjects in a crowded curriculum to […]