Montessori place-value and number expander cards

Montessori Cards are shown in the recently reprinted classic curriculum handbook (yellowcovered) 'Guidelines in Number' (1985, p 18). Unfortunately, exactly what this small, and limited sketch-picture might mean, in practice, is not necessarily clear. The use of Montessori number cards is discussed.

Halving, and beyond

This article provides examples of the teaching of fractions, particularly halves.

What is the on-campus experience? Engineering student study and work

Accreditation for off-campus engineering programmes has proven to be problematic. In Australia, off-campus programmes are compelled to contain mandatory residential sessions so that offcampus students can have an `on-campus experience'. This paper explores the nature of modern oncampus undergraduate engineering study, and finds that it now typically involves at least part-time employment and has more in common with off-campus study than the on-campus experience enjoyed by most of the current institutional (education and professional) administrators when they completed their undergraduate studies. Rather than ignore student term-time work, engineering programmes should use it to enhance the development of desirable graduate attributes.

Corporations law : text and essential cases

Corporations Law: Text and Essential Cases is designed specifically to meet the needs of students undertaking one-semester, case-based courses in Corporations Law. The 13 chapters each contain extracts from the leading cases supported by commentary, further readings, and review questions.

Decimals and percent - walls, and clocks

The diagrams of fraction-walls, and beyond, may be useful aids for teaching those fascinating topics of fractions, and their cousins decimals and percentages.

Fractions Versus VELS : Making sense and teaching richly

Fractions are different from other numbers: they need new ways of working - right? No. That’s a recipe for relying on unexplainable rote rules. Fraction calculations are sensibly based in properly understood whole-number operations. If we really know how to multiply and divide (and add and subtract) whole-numbers, doing the same kinds of things with fractions will be easy, and memorable. But how does this fit with VELS and Progression Points? What is the Fraction Curriculum, and how could we teach it?