I can't do Maths ?

[quasimodo]

http://www.theguardian.com/education/20 ... y-unlikely" onclick="window.open(this.href);return false;

Fascinating article.

I recall doing Maths up to GCSE which I found very easy with little work. I started A level Maths with Mechanics went to two lessons and found I was struggling to keep up with both understanding and speed.The gap I found immense and with the work required I wasn't sure I would be able to get top grades particularly as others seemed to being better in the subject.

I gave up the subject and did Government and Politics which I loved.Fortunately for me the tutor was very inspirational(he also taught me history) he was very young at the time and also took some of the extra lessons for Oxbridge entrance.Years later he was to become the Principal of this sixth form college.

I have no regret as to what happened the only regret I have is not appreciating at the time this was my barrier which I had to work to overcome.Its only now you appreciate maths through all its stages involves a psychological challenge.

[Guest55]

I've been saying a lot of this for years.

Read again the Williams review now conveniently archived:

http://webarchive.nationalarchives.gov. ... matics.pdf" onclick="window.open(this.href);return false;

Government cuts removed the funding for the Primary Maths Specialist teachers this report recommended and only a few teachers managed to get funding for this.

The phrase 'doing sums' annoys me - 'sums' are additions of number - that is not maths!

Getting this wrong and seeing this as a way to learn is crucial to becoming a mathematician. Mastery of the topics ie applying them, not acceleration through as many topics as possible is the way to develop mathematicians.

Happy Easter!

[JaneEyre]

Lovely article indeed, Quasi! Thanks for sharing!

I love particularly this paragraph:
Mathematics is like building a logical pyramid – one shaky layer and everything built on top is likely to come crashing down. But often a subject that seemed impossible at first suddenly starts clicking into place when you come back to it for the second time.
Mathematics is entirely logical. There are no mysterious magical ingredients or tricks involved.

That is what is great with maths!!!

Recently, I was chatting with a young lawyer and when I asked her which A levels she had studied, she mentionned maths which surprised me ( I am ignoramus concerning law degrees! ) . She explained that maths were really appreciated when applying for this degree as it shows a systematic and logical mind, which is most useful when being a lawyer.

For those interested, Marcus du Sautoy has made some DVDs ( but unfortunately they are rather expensive )
http://www.amazon.co.uk/s/ref=nb_sb_ss_ ... Caps%2C365" onclick="window.open(this.href);return false;

[yoyo123]

I do think that this new primary curriculum, with its insistence on higher and higher level content, without time to consolidate the building blocks, will undo a lot of the good work that has been done in primary maths over the last 2o years or so.

[ToadMum]

Lovely article indeed, Quasi! Thanks for sharing!

I love particularly this paragraph:
Mathematics is like building a logical pyramid – one shaky layer and everything built on top is likely to come crashing down. But often a subject that seemed impossible at first suddenly starts clicking into place when you come back to it for the second time.
Mathematics is entirely logical. There are no mysterious magical ingredients or tricks involved.

That is what is great with maths!!!

Recently, I was chatting with a young lawyer and when I asked her which A levels she had studied, she mentionned maths which surprised me ( I am ignoramus concerning law degrees! ) . She explained that maths were really appreciated when applying for this degree as it shows a systematic and logical mind, which is most useful when being a lawyer.

For those interested, Marcus du Sautoy has made some DVDs ( but unfortunately they are rather expensive )
http://www.amazon.co.uk/s/ref=nb_sb_ss_ ... Caps%2C365" onclick="window.open(this.href);return false;

Whilst you are saving up, you can enjoy a few hours' worth of the wonderful Prof.du Sautoy for free here

http://richannel.org/christmas-lectures ... -du-sautoy

[JaneEyre]

Whilst you are saving up, you can enjoy a few hours' worth of the wonderful Prof.du Sautoy for free here
http://richannel.org/christmas-lectures ... -du-sautoy

Great, Toadmum, thanks!

Was any forumite at the Xmas lecture this year? because I was there (at the second one), and while Dr Kevin Fong or the crew were busy preparing the experiments or other stuffs, the person who was making everyone in the audience in stitches is a mathematician whose name I have forgotten. I have heard there are some good videos of him on youtube and he has written books too.
Some clues: he is ‘young’, tall, thin… Are those enough clues??

[Guest55]

Matt Parker?


http://standupmaths.com/" onclick="window.open(this.href);return false;

[Guest55]

I do think that this new primary curriculum, with its insistence on higher and higher level content, without time to consolidate the building blocks, will undo a lot of the good work that has been done in primary maths over the last 2o years or so.

The purpose of study and the aims of the new Mathematics NC are perfect:
"Purpose of study
Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education
therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.
Aims
The national curriculum for mathematics aims to ensure that all pupils:
* become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
* reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language
* can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing
sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions."

Its just how these have been interpreted that are massively flawed ...

[JaneEyre]

Matt Parker?
http://standupmaths.com/" onclick="window.open(this.href);return false;

Yep, that's him! Thanks Guest55! I have even more vidoes to watch on youtube now!!

[Guest55]

He spoke at the Bucks Secondary Maths HOD conference a few years back - he was a very good speaker.