In each of the last four years, my goal has been to read 50 books. This blog post summarises aspects of my 2019 reading year. I also tweeted short reviews using the hashtag #read2019. In 2016, I read 53 books. Blogposts: Part 1, Part 2, Part 3. Goodreads: 2016 Reading Challenge. In 2017, I read 62 … Continue reading #read2019: My year in books
Mathematical discussions are a vital part of my daily work as a research mathematician. It's true that when you walk around the building in which I work, people are often sitting in deep thought behind closed doors. But, when needed—which can be often—these same people also participate in animated mathematical conversations with each other: to help untangle … Continue reading Debating maths: Chris Luzniak’s new book
SET is a card game that inspires many mathematical questions from players of all levels—from primary students to research mathematicians. Mathematical ideas in SET include counting and combinatorics, probability, geometry, modular arithmetic, vectors, and linear algebra. The book 'The Joy of SET' is a very accessible deep dive into many of these topics. I've outlined … Continue reading Connecting SET with geometry
Nat Banting wrote recently on his blog about a type of task he calls a 'menu': Given a list of features, the task for students is to build as few functions as possible to satisfy each requirement at least once. Nat's original post is about a quadratics functions menu. My attention was captured by Dylan … Continue reading A linear relationships ‘menu’
Despite my fifteen years of teaching experience, I still feel slow1 to realise what I'm sure is obvious to others — just because students get the answer right, it doesn't mean that they understand. I was sharply reminded of this just now. This year I've been making a concerted effort in my Mathematics for Primary … Continue reading Do they really know what I think they know?
This semester I am redeveloping Mathematics for Primary Educators, the (ideally) first maths content course for our pre-service teachers who choose to specialise in maths. I have a notebook full of 'things I want to do right' this time, but it mostly boils down to giving students many opportunities to have mathematical conversations, and for … Continue reading Three looks at a WODB for numbers
This blogpost is an exact reproduction of an essay I wrote and submitted in October 2018 as a requirement of the course 'Aboriginal Futures', an elective I took as part of the Master of Teaching at the University of South Australia. The course aims to 'explore Aboriginal Futures in contemporary Australian society' and to provide … Continue reading Australian mathematics education and Indigenous peoples [an essay]
In each of the last three years, my goal has been to read 50 books. This blog post summarises aspects of my 2018 reading year. I also tweeted short reviews using the hashtag #read2018. In 2016, I read 53 books. Blogposts: Part 1, Part 2, Part 3. Goodreads: 2016 Reading Challenge. In 2017, I read 62 … Continue reading #read2018: My year in books
This blog post describes how I curate and consume my education reading list. It’s a response to Ollie Lovell’s (@ollie_lovell) blog post with the same questions (and title!). We hope that others in the Edu-Twitter/blogging community will also write posts that respond to the same six questions. The greater the diversity of responses, the more … Continue reading Managing overwhelm: How do you curate and consume your educational reading list?
It is no secret that Quarter the Cross is one of my favourite tasks. I've written about it twice before: as a Day 1 activity and in connection with Fraction Talks. The original source is apparently T. Dekker & N. Querelle, 2002, Great Assessment Problems (www.fi.uu.nl/catch). It has proliferated in recent years, including with an active Twitter hashtag: #QuarterTheCross. … Continue reading #QuarterTheCross Card Sort