Phil Smith

One 10 question spaced retrieval quiz per class per week. Students have already marked/corrected so I'm mostly just marking their marking and gathering data.

I think maybe you said it already, but also why so many headlines about Charlie Kirk?

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@mathsjem.bsky.social #maths

Ep 14 - Sophie Bresciani Think Thank Thunk · Episode

open.spotify.com/episode/52Uz...

If you haven't already found it, you might like this episode of a podcast related to BTC.

There's clearly loads of great stuff to cover once the basics have been seen, but it's the initial, more abstract concepts on curricula I wonder about. I've no doubt a bit of direct instruction is ok, essential even, but if you can offer any insights, I'd really appreciate it.

I'm only 3 episodes in so maybe I'm jumping the gun with a question that has been addressed already, but here it is. I'm struggling to come up with a strategy to use BTC for something like trig. I can't see a way into the topic that doesn't need me to directly instruct, at least minimally, to start.

@vendi55.bsky.social @webbkyle.bsky.social @maegangiroux.bsky.social Hi all. I've recently discovered the BTC book and it's re-inspired me to build more collaborative problem solving into my practice. I'm really enjoying your podcasts to fill in gaps and help adapt my initial ideas.

Might it have something to do with security protocols? I don't doubt there exist adaptations, but they look like LHD vehicles brought with them so using default systems deemed safest?

Or maybe plain arrogance, or a subset of arrogance, but it seems too easy to assert the convenient narrative.

I had hoped your podcast might help me answer this question, and don't get me wrong, forcing me to ask the questions is a good thing, but I'd also have appreciated some help with the answers.

In any event, thanks for the podcast.

I think virtually all teachers would agree there can be no one-size-fits-all strategy, and that it would be naive to expect to read a book/research and expect to apply suggestions verbatim. So my thinking is always about how I can apply this to my situation.

I agree with your criticisms (and praise) but I'd have liked to hear your expert opinions on how the strategies could be adapted/improved in light of their shortcomings.

I'm sorry to say I was very disappointed with the podcast. Main gripe is that unless you'd read or read about the book (maybe that was your intent), listener would have little to no idea what the book is about so I think unlikely to foster engagement.

That I couldn't and probably shouldn't give problem solving an equal footing with direct instruction.

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For both, it's going to take additional time and effort for me to catch those starting ahead of me. I can't do the same things as them and expect to close the gap.

I analogise most things to sport, and this holds for me that if I'm fitter/stronger to begin with, I can train harder/longer and will improve at a faster rate than others at a lesser starting point.

I've recently finished Willingham's Why Don't Students Like School? and I really buy into the idea that students (well anyone) will learn more if they know more to begin with, so any gap will only widen.

a) underpin simplifying b) underpin mixed/improper conversion

Would you ignore simplifying to begin with? My thought process is that to both simplify and convert improper/mixed, to really understand the concepts that underpin the 'tricks', students will need multiplying as the foundational skill.

If constrained to a single unit, what's a good (the best?) sequence for teaching fraction calculations? I'm coming around to: multiplying proper, equivalence and simplifying, add/subtract with same denominator, converting between improper and mixed, any multiply, any divide, any add/subtract.

My prefered method is a direct link between equations and how ratio tables work.

Vertical relationship attached or horizontal, A/B = 4/5, and either way you're multiplying to find each realtionship.

I've found this particularly useful in more complex algebraic similar shape problems.

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Hopefully this will work. You'll have to filter and find the questions yourself.

bit.ly/4juthz1

DIFFICULT QUESTIONS Edexcel have produced a set of 4 practice papers comprising of some of the worst answered GCSE Maths questions of all time.  Each question ends with information about the percentage of students...

You may have found these already, and they're are well out of date now, but it's a start. I'll get back to you with something more up to date.

gcsemathsrevision.weebly.com/difficult-qu...

By 'over time', do you mean for each exam series? So for example, you want to know the national average score on Jun 2018 P3 F Q12? This is certainly on the Edexcel Results Plus service, probably on Emporium, I've seen some added to QLA docs. I'll try and check all this tomorrow.

For all intensive purposes, he's right.

n+5.5=2m Cannot therefore both be integers? Too simplistic?

Maybe semantics, but is that a misconception or just a failure to sanity check? If it was just solving the quadratic, would the student equate the brackets? Even if they did, they'd pretty soon see the error.

I've started doing this over the past few years, incorporating more and more into ratio tables. Do you demonstrate repeat % change in a table and use this to segue to the equation? My jury is out on the merits of this in favour of focus on how/where decimal multiplier features in a ratio table.

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#UKTeaching #UKMathsChat Is anyone really happy with their Edexcel secondary maths (specifically GCSE), off the shelf, scheme/sequence of learning? Not too many tweaks needed, assessments pretty good, etc. If yes, can you let me know what you use? Many thanks.