Task 10

Posted by on Apr 25, 2016 in Senay | No Comments

Jocelyn K. Glei article/interview with Carol Dweck http://99u.com/articles/14379/talent-isnt-fixed-and-other-mindsets-that-lead-to-greatness   Douglas Barton: What do top students do differently? https://www.youtube.com/watch?v=Na8m4GPqA30   How do the article/video add to what has been discussed and explored in the previous Mathagogy units? What will you do differently (at work and elsewhere) as a result of the ideas in the article/video?   […]

Serious games for serious learning

Posted by on Mar 28, 2016 in Senay | One Comment

I found the subject matter of both the Ted Talk by Matthew Peterson and the article by James Paul Gee relatively straightforward. It is clear that visual learning is important. The pie chart shown by Peterson shows statistically that only a small percentage of learners prefer traditional word-based methods. The computer game debate is an […]

Exercise for the brain – don’t forget to stretch!

Posted by on Feb 28, 2016 in Senay | One Comment

The ideas communicated by Boaler and Duckworth have echoes of the ideas introduced in earlier modules in relation to natural “talent” (as opposed to Syed’s “high quality practice”) and the concept that anybody can learn given the correct support. The growth mindset notion is a further expression of the latter and what Duckworth calls “grit” […]

Debunking the talent myth

Posted by on Feb 15, 2016 in Senay | 3 Comments

I have looked back through the previous tasks and cannot see anything that obviously conflicts with any of the messages about learning and memory given by Matthew Syed and Daniel Willingham in the article. If anything this seems to add to the concepts and notions already discussed about how all students are capable of success […]

Let’s start a revolution?

Posted by on Jan 31, 2016 in Senay | 3 Comments

Lockhart’s ideas about mathematics and mathematics education are on the one hand very idealistic and on the other hand offer many practical suggestions about how both could be improved. It is clear that maths is not taught in the way he envisages and has not been in many societies for a very long time. His […]


Posted by on Jan 6, 2016 in Senay | One Comment

Both article and talk pose some very interesting questions in relation to the use of technology in the teaching of mathematics. Conrad Wolfram critiques the traditional arguments used to prevent the overuse of technology in mathematics towards the end of his talk and this was critical to the arguments put forward. These are views which […]


Posted by on Dec 9, 2015 in Senay | No Comments

“The government has invested £11m in a two-year programme to boost England’s performance in maths.” This is what I read in the papers about the UK government’s intention to implement Chinese methods of teaching maths. This really got my attention… All I knew about Chinese methods initially consisted of the BBC’s recent Chinese schools documentary. […]

Struggle and Share: The Way Forward?

Posted by on Nov 26, 2015 in Senay | 2 Comments

  The video provides a very interesting critique of the Khan Academy and the US education model within which it exists. The key difference in approach between the US and countries whose students are the most successful at maths are highlighted with the Japanese model given as an example. This is a real eye-opener: students […]

The Khan academy and maths for the masses…

Posted by on Nov 15, 2015 in Senay | 4 Comments

The article by Daniel Willingham explores the ideas of whether all people are capable of learning to the same level and what biological and cultural factors are at play in this regard. I found the information about the Mundurucu culture fascinating (and the fact that they only have words for the numbers 1-5). I am […]

Instrumental versus Relational

Posted by on Nov 1, 2015 in Senay | 3 Comments

The key ideas being explored in the article Relational Understanding and Instrumental Understanding by Richard Skemp and the clip by Robert Bjork called Desirable Difficulties are; the different kinds of understanding and how we often attach conflicting values to words, the two different kinds of understanding that exist in mathematics (instrumental vs relational), which of […]