Make maths more fun with these tips
Through abstraction, the underlying essence of a mathematical concept can be extracted.
By the time pupils who struggle with Maths reach Grade 9, there are huge bottlenecks in the system.
The truth behind South Africa's decision to allow 20% as a maths pass mark in some grades is a little more complex than many have suggested.
If we don’t change the way we teach science and maths, we might come to regret it.
It's a mistake to allow teenagers to drop maths – it should be made compulsory at A-Level.
A policy that doesn’t add up.
Tell a child they're a 'moped' rather than a 'Ferrari' and they'll understand exactly what it means.
Many university degrees require a high level of maths skill.
Lowering maths prerequisites to study science, engineering and commerce at university has led to students playing catch up for years. This should be fixed.
How do you do it then? British prime minister David Cameron visits a school in Singapore.
Stefan Rousseau/PA Archive
Teenagers in Shanghai, Singapore and Hong Kong outperformed those in London, Madrid and Dubai.
Changing attitudes: why is it ‘cool’ to be bad at maths?
You wouldn't feel so confident about claiming you weren't good at reading, so why is it okay to be openly negative about mathematics?
When parents are stressed about maths, their children can develop the same negative feelings towards the subject.
Research shows that reading stories with a maths focus can boost grades and also help parents become less anxious about discussing maths.
Why do Asian children perform so well at maths?
Memorising facts and completing drills is likely to improve your maths skills – just so long as you find a way to stay motivated.
Teachers can learn a great deal from their pupils’ mistakes in maths.
What if instead of dismissing wrong answers as a sign of failure, maths teachers tried to understand how their pupils came to that answer and then guided them in the right direction?
Girl maths via NataSnow/www.shutterstock.com
Analysis of a maths teaching method popular in East Asia shows promise, but not enough to roll out nationally yet.
We need to start teaching maths and science as early as possible to get the most benefit.
Compulsory maths and science in years 11 and 12 will have a lasting benefit, but we need to boost the skills of teachers and start teaching science even earlier.
Children struggle to develop the basic “building blocks” of maths if they’re just copying down everything the teacher tells them without understanding it.
When rote learning and parroted answers replace real engagement with the material, children are bound to battle with maths. After-school homework clubs offer a different way of thinking.
It’s hard for kids to remember a string of arbitrary numbers.
Lots of kids have trouble remembering their times tables. Learning them by rote can mean a child knows the numbers but not what they mean.
Teachers have been found to mark boys higher than girls in maths, affecting their self-confidence with the subject.
New research has found some teachers mark boys' primary school maths tests more favourably than girls.
In lots of simple ways parents can help their kids understand and enjoy maths.
Teaching maths concepts has long been considered the domain of the classroom teacher, with many parents often feeling unable to help their kids develop this skill. However, parents already do many things…
China’s maths stars.
How Hwee Young/EPA
There has been much publicity in recent years about China and its teachers. After the most recent results from the Program for International Student Assessment (PISA) were published in 2013, considerable…
Extending the science sphere of influence.
Our world is changing at a greater pace than ever witnessed before. Our economies are changing and our understanding of the world around us is changing. Our education systems must also change too because…
Could you do without?
Calculator via Shutterstock
The upcoming ban on the use of calculators in most maths exams for 11-year-olds in UK schools reminds me of a persistent concern in education: when do the tools we use to learn become crutches we can’t…