Why do educators disagree about 'best practice'? Understanding competing visions of education's purpose reveals why universal solutions fall short.

How can we avoid falling off the tightrope between skepticism and curiosity in education?

Could a simple shift in language challenge the false dichotomies that constrain mathematics education?

How do these two contradictory forces hold education back, and what can we do in response?

Mathematical proficiency is often depicted as a tightly woven rope. I offer a few more metaphors to help visualise its complex, interdependent nature.

I argue that teaching sequences for developing mathematical proficiency should be flexible. I also have a few comments about AERO's latest 'explainer'.

I wade into the pedagogical quagmire to ask a fundamental question: Where should educators stand in a divided landscape?

We continue our series inspired by Leone Burton’s research, exploring where and how mathematicians think, and offering valuable insights for educators.

What can we learn from how mathematicians work, think, and feel? Our new series explores how they come to know mathematics and what it means for maths education.

More about the power of verbs and the image they convey of mathematics. Plus, an invitation to share your favourites!

What does PISA 2022 tell us about affective and environmental factors in learning mathematics? The answer may not surprise you.

I propose four dimensions for thinking about how to help students develop a productive disposition towards mathematics.

What might happen if we focused on the verbs rather than the nouns of mathematics?