# Dr Nic’s blog

8 May 2019

## Like, Share, Comment, Subscribe, Join – YouTube!

Like, Share, Comment, Subscribe, Join – YouTube YouTube has an enormous impact on the lives of millions. Creators, young and old, are supplementing their income, or making a fortune through posting an unthinkable range of content. Some is uplifting, educational, funny, entertaining, diverting and nostalgic. Some is less positive. My son who is blind gets a great pleasure from ‘watching’ YouTube clips of old game shows, children’s programmes, and even Sesame Street. When I want to know anything – how to crochet, how to fix a tap, how to use Adobe Illustrator and so much more, I look for a […]
1 May 2019

## The big deal about fractions

Fractions are a big deal When you ask people what topics in maths they like and dislike, fractions tend to appear in the dislike column – often vehemently. Recent polling found that maths teachers think fractions are important for students entering High School. I teach in a career course in maths for people who have missed out on maths on the way through school, and a large component of that is fractions. I love fractions. I prefer them to decimals because they are more exact. One seventh is so much neater than its decimal equivalent. I like adding fractions and […]
8 April 2019

## Videos for teaching and learning probability distributions

Videos about probability distributions Many introductory statistics courses include a considerable section on probability distributions, featuring the binomial and normal distributions. Consequently we have a suite of videos about probability distribution models, to help learners and teachers, especially those who wish to aim for conceptual more than mathematical understanding. In this post I will outline the main videos available on the Dr Nic’s Maths and Stats YouTube Channel. They already belong to thousands of playlists and lists of recommended resources in textbooks the world over. We are happy for teachers and learners to continue to link to them. Having them listed […]
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 […]
11 February 2019

## Patterns, Mathematics and Statistics

Is mathematics really about patterns? Confession time: Just as I’ve never really thought of maths as beautiful, I’ve struggled to understand why people talk about maths being about patterns. For me maths is powerful and maths is about abstracting from reality to build models. So I thought I would explore the idea of patterns in mathematics. Number Numbers show patterns. The fact that all prime numbers over 3 occur on either side of a multiple of six, is pattern I find appealing. The digits of multiples of three sum to multiples of three. Multiples of eleven are pretty exciting with […]
16 January 2019

## Learning Progression Framework – A good idea or a poor use of time?

Not all that is good needs to be done That something is a good thing to do and will improve learning outcomes for all students, is not sufficient reason for doing it. I have recently become aware of the Learning Progression Framework. As explained in a previous post, there are multiple ways of expressing the level of learning in maths for learners in New Zealand schools, including the New Zealand curriculum (broad brush), Numeracy project stages (fine uni-dimensional and embraced by Primary teachers) and National Standards (no longer current, but casting a long shadow.) To this the LPF adds steps, […]
3 December 2018

## I just need to pass the course: instrumental learning and statistics

I am interested in instrumental motivation, when a learner is doing a course of study in order to get a piece of paper – a qualification, which is generally the means to an end. I suspect that many students of statistics have instrumental motivation and I am interested in what affect that has on their learning and on the teacher of the course. Personal experience of learning All my life I have been a high-achieving, engaged learner. I liked to learn and to become more knowledgeable. I still like to learn and am not interested in any more qualifications. I […]
13 November 2018

## Conceptual knowledge and procedural fluency when teaching maths and stats

Conceptual vs procedural when teaching maths and stats April 2008, Salt Lake City. It was my first NCTM conference and I was awed by the number of dedicated teachers of mathematics in one place. I had soaked in a pre-conference series about teaching statistics and my head was full of revolutionary ideas. I can’t remember the workshop I was attending but I declared that I saw no point in teaching students to calculate standard deviations by hand – and that I never did. The response was awesome! There was just about a stand-up battle between teachers who agreed with me […]
26 October 2018

## Evaluating Mathematics Games

Evaluating Mathematics Games A guest post by Dr Shane Dye How can you choose the right mathematics games for your classroom? Games are engaging but sometimes that engagement distracts from the learning. Can a game be both engaging and support learning? How will you know? Dr Nic and I have been pondering those questions recently. We were developing a multiplication facts card game. The game had to be a great choice for teachers. It needed a solid educational foundation and to easily engage students. That led us to think about evaluating games for the mathematics classroom. We looked at the […]