Everyday in the media, maths teaching and teachers are being judged. Maths teaching is in crisis. A shortage of maths teachers (and science) and the, presumably poor, quality of maths teaching.
I got this flyer in the mailbox today (extract)...
Here’s a great example of a graph that is just wrong, the data may be correct, but it has obviously been represented the wrong way. Watch the video…
From The Australian, Technology lesson one: teach the teachers comes this:
... “This isn’t just about teaching teachers to use the technology,” Professor Stoney said.
“It’s about teaching them to use it for learning. How do students learn with technology?
I wonder how often maths teachers make confusing statements like this in class:
Single aged pensioners may lose one-third of an expected $30-a-week increase in the May 12 budget. [emphasis mine, front page of smh.com.au on 26th April 2009]
What they actually mean is that the expected increase will be $20.
Eating chocolate could improve the brain’s ability to do maths.
[full story: telegraph.co.uk
AKA, justifying the use of Freddos in the maths classroom.
I have watched with interest the Digital Education Revolution proposed by the Australia Government. Issues of cost seem to have been resolved and I’ve resigned myself to the fact that the NSW DET is pushing a one laptop fits all model (although I think it’s flawed). I’ve read the tender for the “DET Learning Device” and have even dissected it with my computing class. But today, 1st April – fitting really – a significant step to realisation has been taken with the announcement of the hardware and software to be supplied.
An embarrassing, and slightly funny, example of why Mathematics is important (in this case, being able to read a calendar).
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Simon Job — eleventh year of teaching maths in a public high school in Western Sydney, Australia.
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