iiinova — where your digital self keeps evolving

Also, probably not for the girls, but this on the tube made me smile this morning, so I feel like sharing

How about this one: Little Arabella Miller had a fuzzy caterpillar. First it sat upon her mother, then upon her baby brother. They said, “Arabella Miller put away your caterpillar!”

Buy the book, Tom. Buy the book.

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I get it. What do you think about always using lang like “the nth power of 5” and binning off “to the power of” completely? I think we’d also have to regularly say something like, “people say 5 to the power of 6 but we’re going to say it properly as the sixth power of 5”

My current favourite phrasing is “the fourth power of 3” but I actually think it’s important that we acknowledge how ppl will say it in common parlance, else pupils will hear it in the wild and get thrown.

Jemma Sherwood @jemmaths.bsky.social · 18/03/2026

It’s a tough one! Teachers are almost always surprised when they see the use of “power” in this first slide. There’s not even clarity amongst staff, let alone pupils. We’ve tried to build in some deliberate practice of simply saying the words a lot, but does it reduce the misconceptions? Don’t know

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Jemma Sherwood @jemmaths.bsky.social · 12/03/2026

“playing fast and loose with the word measured” is the most mathematician thing I’ve heard in a long time and I’m here for it.

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Ayliean @ayliean.bsky.social · 22/02/2026

Small Rhombicosidodecahedron if u even care. I know it can be made with a single (incredibly long) modelling balloon because every vertex only has four lines coming from it, so it has an ✨Eulerian path✨

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Ayliean @ayliean.bsky.social · 22/02/2026

Not sure what phase of my life I’m in, but here’s that modelling balloon icosidodecahedron nobody asked for! In theory it could be made out of a single modelling balloon, although in reality they don’t make balloons long enough :(

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Jemma Sherwood @jemmaths.bsky.social · 17/02/2026

And feels like a “gotcha” when it’s really not - many people have wrestled with the relationship b/t OT and NT, Hebrew laws and NT replacement of them, etc.

Jemma Sherwood @jemmaths.bsky.social · 17/02/2026

Harari tell us here to look at the “opening gambit” of the 2 texts - the constitution and the 10C - but then erroneously extends his conclusion about the second to the *whole Bible* or, generously, the whole OT. Either way, it’s an overreach.

Jemma Sherwood @jemmaths.bsky.social · 05/02/2026

I walked past Nick Knowles in a corridor.

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Bernie Westacott @berniewestacott.bsky.social · 26/01/2026

Jemma @jemmaths.bsky.social did such a great thread on Twitter in 2022 that I wanted to put it together and share it with teachers. You can pause it wherever you want for individual or group discussion. Not new but worth a repost. youtu.be/YBx1rcPjuck?...

youtu.be

Jemma Algebra V1

YouTube video by Bernie Westacott Maths

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Jemma Sherwood @jemmaths.bsky.social · 26/01/2026

Thanks Bernie! Given my account there is now gone, this is nice to see :)

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Jemma Sherwood @jemmaths.bsky.social · 10/01/2026

My account’s deactivated now. I thought I’d be more bothered. Turns out the nostalgia for a better time had already passed and I feel much better knowing I’m out.

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Jemma Sherwood @jemmaths.bsky.social · 08/01/2026

Thanks, Harry. So glad you’re still getting use from them 👍👍

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Harry Zafar @harryzafar.bsky.social · 08/01/2026

In #MathsToday I've been using the OAT Maths resources to teach Circle Theorems to year 11. Finding them fantastic for scaffolding and supporting student understanding The maths Conf session back in June from @jemmaths.bsky.social was a great introduction to using the resources

maths.ormistonacademiestrust.co.uk

Geometry & Measures – OAT Maths

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Jemma Sherwood @jemmaths.bsky.social · 18/12/2025

Student: FP1 and D1 Teacher: FP1 and FM1

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Tom Bennison @drbennison.bsky.social · 17/12/2025

My extra Further mathematics Christmas Calculated Colouring for 2025 is now available on my website. This has some year 2 content in the questions.. My 2024 and 2019 ones are pretty much just Year 12 depending on SOWs etc. Link: blog.drbennisonmaths.com/blog/2025/12... #ALevelMaths

Christmas colouring picture featuring Santa, reindeer and trees.

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Jemma Sherwood @jemmaths.bsky.social · 02/12/2025

Add to that a bit of dynamic geometry and dynamic graphing software to demo what hand-drawing never quite can, but that’s about it.

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Jemma Sherwood @jemmaths.bsky.social · 02/12/2025

The best bit of Edtech for my subject is a mini-whiteboard (mainly because we don’t need prose in maths). Check every child can do every step all at once? Respond in the moment to their errors? Yes please.

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Ben Newmark @bennewmark.bsky.social · 29/11/2025

1. Thread. Ed tech and the best lesson I taught this year. The best Ed tech in the world for my subject is a book. It is the ideal delivery method because the effort of concentrating on it helps people learn what's in it.

An image of a quote by Douglas adams about shakes being like books because they've been around a long time because they work.

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therispguy @jonny-griffiths.bsky.social · 17/11/2025

Worked hard on a big revision of my risps. Weeding out mistakes, making tasks clearer, writing Geogebra and Excel files, all with better navigation; look out for the free eBook coming out in January!

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Dad Jokes @dadsaysjokes.com · 06/11/2025

If you ever think English is not a weird language just remember that read and lead rhyme and read and lead rhyme. But read and lead don't rhyme, and neither do read and lead.

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Jemma Sherwood @jemmaths.bsky.social · 06/11/2025

By that, I don’t think that PU+CU=U because CU doesn’t feel that discrete.

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Jemma Sherwood @jemmaths.bsky.social · 06/11/2025

There could be a useful distinction to “procedural understanding” *if* you define that to mean “I know how to do this procedure reliably”. In this case, CU conveys something more which is absent from PU. But I think I agree, probably PU is a subset of U in a way that CU is not.

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Jemma Sherwood @jemmaths.bsky.social · 06/11/2025

Absolutely right. Doesn’t help that it’s poorly defined (and differently defined) throughout the literature. But the current conflation of “multiple representations” with “conceptual understanding” that I keep seeing is frustrating.

I suggest that attempting to teach mathematics without training pupils to speak mathematically through all our interactions and activities is self-sabotage.

then get them to answer questions which check and embed their understanding of the word. And then keep making them use it in sentences. Lots of things that make it a normal part of their vocabulary.

A definition quickly becomes wordy and hard for a child - learning the word for the first time - to process. Much better to show examples and non-examples to exemplify the word, then get pupils to rehearse the word with a choral response so it’s actually on *their* lips, …

I actually don’t think that writing down definitions has any value. I think a defn only makes sense once you have good knowledge of the thing, so you’re better to build familiarity and knowledge of the word, always. Writing defns is busy work.

For something like choral response the “why” I find lands well is when you explain that in most lessons, the person who practises saying the new, unfamiliar word lots is the person for whom it’s neither new nor unfamiliar.

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Jemma Sherwood @jemmaths.bsky.social · 22/10/2025

So the big question is why aren’t staff into it. Is it because they don’t understand the purpose? Is it because it’s hard to change habits? Something else?

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Buy in from whom: staff or pupils?

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Jemma Sherwood @jemmaths.bsky.social · 15/10/2025

I enjoyed doing that one, but it wasn’t obvious.