Mark Dawes

If you *were* interested, a really good thing you could do is follow me in case I announce something.

Also, it would only work if a good core of enthusiastic folk from both teams engaged with it, so sharing this post would let more people know about it.

An image showing a 2,000 day streak on Teacher Tapp, with the number inside a shield that is on fire.

@teachertapp.bsky.social sent me this.
Scary to realise hope much time I have spent on the app.
There are 1440 mins in a day. So if I have spent a minute each day Tapping then that's more than a full day in total. (Not that this realisation will make me stop, obvs!)

Me too!
I knew I had blogged about this a while back. Didn't realise it was over a dozen years ago!
morethansums.blogspot.com/2013/03/roug...

‘Thanks, teaching’: a love letter after a 36-year relationship As she prepares to retire after almost four decades, MAT leader and former teacher Caroline Derbyshire pens a thank-you letter to a profession that has given her so much

www.tes.com/magazine/lea...

What a lovely article - and a fitting way to sign off.
All the best for the future, and congratulations for everything you have achieved.

Bank of England inflation website gives a general inflation multiplier of 2.89 for the same period.
(So fees of £3000 in 1986 would be 3000 x 2.89 = £8670 in 2024.)
Is there a reason for the massive discrepancy?
(Genuine question. I don't want to misrepresent this, but don't understand it!)

The @telegraphnews.bsky.social keeps using this graph showing private school fee increases.
According to their figures, from 1986 to 2024 (ignoring the 2025 increase) school fees have multiplied by 9.6
(so fees of £3000 in 1986 would be 3000 x 9.6 = £28,000 in 2024).
/1

[Obvs, not all A-level students realised this. I recall a student who used to copy out the mark scheme from past papers and hand it in. Even including 'oe' as part of his answers! I explained how pointless it was for me to mark the mark-scheme, but that didn't deter him. He got a U.]

Have I just got a naive/rose-tinted view of how things were pre-AI? Or do we just need to convince pupils that the same is true with AI?

This is key.
It would have been possible just to copy down the answers from the back of the book. Did pupils do that? Maybe some of them did. At A-level there was certainly no point, because students (should) want to understand and (should) realise that copying the answers doesn't help with that.

It was very useful to see this on BlueSky. This email was rejected by the spam filter on the school email system. I have now had messages from ATM unblocked, so will receive messages immediately in future. (And I managed to get hold of this one too.)
I hope that hasn't happened to other members.

How to carry out calculations crisply By Mark Dawes, June 2025 Here is a 3-mark question from the 2025 KS2 mathematics SATS, paper 3:The mark scheme gives all three marks for the correct answer, and suggests that this involves long multip...

New blog on the @cambridgemathshub.bsky.social website.

Might be of interest to primary and secondary maths teachers.
#mathstoday
www.cambridgemathshub.org/post/how-to-...

Hi @atmmathematics.bsky.social
What's the state of play regarding ATM and the formation of AMiE?

Great to hear!

Nice to see the word "puzzles" is plural here.
Looking forward to more of them!

3 easy steps to get Casio fx-CG100 emulator

1) set up Casio Classpad account
classpad.net/intl/
2) visit education.casio.co.uk/emulator/?cl... to register
3) paste the licence code into your account on this page, and it will be added to the list of available calculators

Feel free to ask for help

Your question seems to me to be a 3D(-ish) version of this.
On a globe, draw the circumference of the earth that is equidistant from Boston and Miami. Then repeat for the other pairs of cities.
Make a Voronoi-type diag, then transfer this to a map.
I reckon your version is plausible.
Any use?

Lovely question!
On a flat surface with dots on it, we can find the regions that are closest to each of the dots. This is a Voronoi diagram (in IB, but not A-level maths). To do this we draw the straight lines equidistant between a point and its neighbours and make the regions by using these lines.

I try to use these as short activities. I want the students to try to understand what the graphs mean, how they work, what they are showing, and to critique any errors and maybe suggest improvements.
There are notes for the teacher to use if you wish.
My classes have trialled these!

What the Graph This site includes screenshots of graphs that are likely to require some interpretation!  They might be complicated, unhelpful or just plain bizarre.  There will be a few articles about how they...

Hey #CoreMaths teachers. I have updated the "What the Graph" website with 7 new graphs (I have used them in #MathsToday over the past term!)
whatthegraph.weebly.com

If you can't turn it upside down and get it to display ShELLOIL then what's the point?

Is twice as good as the CG50?

This is a very lovely question. I like the generalisation.

Great to know this is now available.
(Last week I had a look, but I couldn't get no satisfraction.)
@profsmudge.bsky.social

I hadn't realised until now that I prefer factors!
In the brilliant #yohaku puzzles by @mikejacobs.bsky.social I always prefer the multiplication ones!
Eg:
bsky.app/profile/mike...

Nice to see #TryMathsLive ! Thanks for this.
I do enjoy seeing different methods.
You started with numbers adding to 41 and checked the products.
I began with factor pairs for 288. Because 41 is odd, one of the factors must be odd, and knowing that 9 is a factor of 144, I narrowed down to 9x32.

Scootching (good word!) both down by 4 gives 99-40, which is rather useful too.

Cambridge Half Marathon 2025 Finisher medal

Very lovely #CambridgeHalfMarathon today.
A great run in the sun!

You're right, it seems it's not in the database, even in some shifted form.

The next couple of terms are 14741, 74801. (Thanks to online Chinese Remainder Theorem calculators.)

i put the first few (?) terms in OEIS and there are no results!

i may've made an error: oeis.org/search?q=1%2...