HMS - Harmonic Motion by Shadows

A problem is discussed which is generated by shadows and which is a generalization of simple harmonic motion.

Buffon's needle problem with a twist

Some simple variations of Buffon's well-known needle problem in probability are discussed, and an interesting observation connecting the corresponding results is then made

"Hey, I'm learning this"

The article offers a look at the benefits, as well as the negative impact, of using games in mathematics education. The views of teachers on the benefits of using games in teaching mathematics are explored. Information on the guestimate calculator game is provided. Details of a study on the use of guestimate game on Year 5 and 6 students is presented.

Doing it with dominoes

Discusses the use of domino game in teaching mathematics. Mechanics of the scoring system for the game; Variants of the game; Conceptualizing domino games.

Halving, and beyond

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

Is proof dead in the age of computers?

Some knowledge of what it means to construct a proof is an extremely important part of mathematics. All mathematics teachers and students should have some exposure to the ideas of proof and proving. This paper deals with the issue of creating proofs in mathematics problems.

Keeping all students on the learning path

A powerful notion to guide thinking about whole-class mathematics teaching is Vygotsky’s zone of proximal development (ZPD). Our research with primary and secondary teachers over the last six years has identified roles of teachers in relation to the ZPD, and ways of overcoming some typical barriers to students’ movement through their zones. Methods have included focus groups of experts, video analysis of classroom interactions, classroom observation, and analysis of lesson plans and teachers’ reflections teaching processes their outcomes. The research has involved the gradual development, trailing, evaluation, and adjustment of a six-component model for planning and teaching mathematics. The focus of this paper is on the use of one of its components, “differentiated learning trajectories”.