Two great maths opportunities at the new Co-op Academy Strinesdale. Message me if you want any further details, or visit www.waterheadacademy.co.uk/Teaching-vac...

Exciting and rare opportunity to join the team as a secondary subject director for Co-op Academies Trust!

Do get in touch if you want to know any more about the role.
Closing date 2nd March.

recruit.sampeople.co.uk/Jobboard/Vac...

Sunday night seems the right time to post a gallery of (I hope!) every one of Catriona's geometry puzzles.

notes.mathforge.org/notes/publis...

Give it a moment to load ... there's a *lot* of them!

#GeometryPuzzles #UKMathsChat #mathsky

Episode 2. Everyone can think mathematically.

Wet weekend in the UK!

Great excuse to stay in and listen to our MT Talk podcast...

The latest episode (OK we've only done two so far) is called 'Everyone can think mathematically.'

open.spotify.com/episode/5r1o...

Episode 2. Everyone can think mathematically.

New podcast...

open.spotify.com/show/3cJF2EX...

I'm also part of this 'podcast thing'... Do have a listen!

podcasts.apple.com/us/podcast/m...

open.spotify.com/show/3cJF2EX...

@atmmathematics.bsky.social

Dicing an Onion, the Mathematically Optimal Way There is more than one way to dice an onion…

I mean… this is obviously right up my street!

pudding.cool/2025/08/onio...

Screenshot of Padlet with links to 12 ATM articles.

12 classics. Apparently...

Free to access here...
padlet.com/admin3620/su...

The latest edition of #MathematicsTeaching from @atmmathematics.bsky.social is giving me wonderful “Smash Hits” vibes with a centre spread poster 🌟
Particular highlight for me this issue is the article from @janehawkins.bsky.social on the importance of purposeful talk in maths 🗣️

More Y9 trig #MathsToday: we ditched the tables in favour of drawing multipliers directly onto the triangles. This lesson went pretty well! Still just using sin and cos, and today I kept everything in one orientation as well.

REPORTS | Maths Horizons Maths Horizons was launched in September 2024 to develop evidence, analysis and recommendations about the future of maths curriculum and assessment in England. As an independent initiative, our work i...

Read the full report at: www.mathshorizons.uk/reports

"Based on our evidence and analysis, we believe that the right approach is to maintain a single GCSE in maths... Reintroducing parallel qualifications would very likely widen socio‑ economic gaps, and face the same fate as the failed pilot in England and the abandoned policy in Wales."

"In England, a 2010 pilot that split maths exams into “methods” and “applications” found several problems, including that teaching time became fractured, and that most schools entered students for only one paper, which led to “social sorting” and less value being put on the numeracy paper."

"In our consultations, we heard many suggestions on these issues, including that the above problems could be fixed by splitting GCSE Maths into a more-academic “pure” paper and a more-applied, “numeracy” paper. However, evidence cautions against this."

From the @mathshorizons.bsky.social report May 2025:

"We believe that reasoning and problem solving are not separate strands of maths, to be visited in isolation: they are part of what it means to do maths. The curriculum should reflect this truth at every level."

My final session with @ncetm.bsky.social #Y5to8continuity WG for @nmmathshub.bsky.social. The opportunity to reflect deeply about division of fractions was such a treat - such deep thinking from WGPs. Many thanks @atmmathematics.bsky.social for the inspiring article atm.org.uk/write/MediaU...

Did you know we can visualize rewriting square roots? Here's how!

1) The 1st term in a sequence is 4 and the 8th term is 46 What is the nth term? 2) The 3rd term in a sequence is 23 and the 5th term is 46 What is the nth term? 3) The nth term is 2n + 6 Is 107 a term in the sequence? Give a reason for your answer. 4) The nth term is 3n - 4. Is 132 a term in the sequence? Give a reason for your answer 5) The 1st term in a sequence is 18 and the 9th term is 106 Is 73 a term in the sequence? Give a reason for your answer 6) The 4th term in a sequence is 31 and the 10th term is 85 Is 98 a term in the sequence? Give a reason for your answer. 7) The nth term is 11n - 6 What is the position of the term 225 in the sequence? 8) The nth term is 21n - 41 What is the position of the term 1933 in the sequence? 9) The 10th term of a sequence is 155 The 100th term is 1685 And the 1000th term is 16985 Could the sequence be linear? Give a reason for your answer. 10) i) What is the nth term of the sequence of numbers made from the overlap of 3n + 2 and 5n + 4? ii) Investigate for other pairs of sequences.

Y8 sequences in #MathsToday. This sequence of questions was great!

Quote from Colin Foster in MT295

"Alternatively, with a more connected approach to learning, the more mathematics you learn the easier the subject gets... you have an increasing number of conceptual connections... ideas make more and more sense... and you have less and less to consciously remember." Colin Foster in MT295

Teaching advice from people who’ve never taught? No thanks! 👎

Every NCETM resource is created by people who know the realities of the classroom from first-hand experience – like our Secondary Team! 👀

#Maths #EduSky #UKMathsChat

Trust Director of English, Trust Wide - Tes Jobs Co-op Academies Trust, United Kingdom

Amazing opportunity to be our next Trust Director of English! An exciting and varied role and the opportunity to have a national profile with our large Trust. Virtual information sessions are available, details are in the advert.

www.tes.com/jobs/vacancy...

Advert for Co-op Academies Trust Director of English post.

Great opportunity to join the subject director team at Co-op Academies Trust. Work across a range of schools and make a genuine difference in the lives of thousands of young people.

Link: www.coopacademies.co.uk/page/?title=...

New Year honour for the NCETM’s John Westwell John Westwell, the NCETM’s Director for System Leadership, awarded an MBE for services to education

👏 Huge congratulations to @johnwestwell.bsky.social, the NCETM’s Director for System Leadership, on receiving an MBE!
John is the architect of the Maths Hubs Programme, now in its tenth year and supporting nearly 60% of schools in England.

This:

Word Crunching I  wrote  a poem  on a page  but then each line grew  to the word sum of the previous two  until I began to worry about all these words coming with such frequency  because as you can see, it can be easy to run out of space when a poem gets all Fibonacci sequency  Brian Bilston

Today’s poem celebrates Fibonacci Day. It’s called ‘Word Crunching’.

Looking forward to reading this...

A poem about what happens when the I-we-you structure starts to have more focus than the learning.

#MathsEdPoetry day 3 (well almost, I won't have time in the morning!)

The I-we-you structure in lessons can easily become an "I", then, "I-again-but-with-minimal-pupil-interaction", then, "Off-you-go-whether-you-understand-it-or-not" structure instead.

This is a pupil perspective.

A poem about the experience of learning.

#MathsEdPoetry day 2.
Both the @atmmathematics.bsky.social principle "the power to learn rests with the learner" and Daniel Willingham's phrase "learning is the residue of thought" point to the idea that learning is done by the learner. It is not something that can be done to them. From MT287.

Poem about mathematics lessons from a pupil perspective.

Re-posting some of my #MathsEdPoetry on here over the next few days. This is 'Think with me not for me'. First published in MT277 @atmmathematics.bsky.social

“Conceptualisation does not follow automatically from performing procedures several times, even if they are all done correctly.”
From the latest @atmmathematics.bsky.social journal.