Sign in

Aaron PS

@ronpaq.bsky.social
127 followers 271 following 229 posts

🇬🇧 Maths teacher at a bilingual school in France. Nerdy about pedagogy and task design. Seeking discussions about what works (or not!) in our classrooms for continued professional development. 🇫🇷 Prof de maths à une école bilingue en France. he/him

PostsRepliesMedia
Aaron PS @ronpaq.bsky.social · 22/09/2026
Had my amazing Year 9 group changing base with the power rule today to really push them. My they are good. #mathstoday
171
Reposted by Aaron PS
Robert Kaplinsky @robertkaplinsky.com · 14/09/2026
If your students are learning about perpendicular lines, try out this Open Middle problem from Andy Schwen with them: www.openmiddle.com/perpendi...
042
Reposted by Aaron PS
Howie Hua @howiehua.bsky.social · 10/09/2026
I heard University of California students have trouble with 1/2 + 1/3 so let's talk about it
1193
Reposted by Aaron PS
Priya Shah @priy45hah.bsky.social · 09/09/2026
Love the explanation by the student as to why 217 should be rounded to 200 and not 300. Interesting discussions followed. #KS2 #primary #maths #MathsToday (actually yesterday)
162
Reposted by Aaron PS
Michael Pershan @mpershan.bsky.social · 06/02/2025
Hey I remember how to write about math teaching. pershmail.substack.com/p/math-acade...
pershmail.substack.com
Math Academy Wants To Supercharge Your Learning
A review of the online learing program
172
Aaron PS @ronpaq.bsky.social · 07/09/2026
In #MathsToday we were factorising quadratics with Year 10. Again, stuck in my ways teaching it the way I learned it. Not sure this would please many in the maths-teacher community!
120
Aaron PS @ronpaq.bsky.social · 06/09/2026
I am teaching linear simultaneous equations tomorrow to a strong Year 12 class who will likely have remembered it well. But it's in the course, and some will need the revision. Does anyone know any good extension/underground maths tasks? #mathstoday #alevelmaths
352
Aaron PS @ronpaq.bsky.social · 02/09/2026
I would be grateful to hear colleagues' approaches to teaching the classification of stationary points, concavity and inflection points. #MathsToday
331
Aaron PS @ronpaq.bsky.social · 02/09/2026
It's funny how we get stuck in our ways. This type of question doesn't appear in the UK A level but does in the IB. It was nice to scratch my head for a few minutes. #mathstoday
4121
Reposted by Aaron PS
Dale Chapman @dalechapman.bsky.social · 01/09/2026
Hello to teacher bluesky who are all returning from summers. Hope you all had thrilling GDPR reminders and such today.
041
Aaron PS @ronpaq.bsky.social · 01/09/2026
A simple starter for tomorrow's first Year 13 lesson, with graphical display calculators. Hopefully low floor, high ceiling. #MathsToday
060
Reposted by Aaron PS
Howie Hua @howiehua.bsky.social · 28/08/2026
Can you figure it out?
F(x) is a constant
Looking for f'(x)
4357
Aaron PS @ronpaq.bsky.social · 28/08/2026
Found this beauty of a task today from @openmiddle.com #mathstoday
171
Aaron PS @ronpaq.bsky.social · 27/08/2026
I know we're not really supposed to like AI, but I have been using it to generate starters based on previous lessons. This is something that would normally take me 10 minutes of fiddling around with numbers, but I can just tell it what I want and it does it. #MathsToday
140
Reposted by Aaron PS
Marcus Luther @marcusluther.bsky.social · 27/08/2026
Something simple that I increasingly appreciate as a teacher: the value of designing your own lessons and the learning experiences in the classroom. It takes time, yes, but that time pays you back ten-fold when you step into a classroom you authentically had a part of designing.
5378
Reposted by Aaron PS
Sue Cowley @suecowley.bsky.social · 27/08/2026
We know that some level of agency and autonomy is important for motivation and wellbeing at work. If teachers are being told what curriculum to use, what page of a PPT to be on at what time, and exactly how they must manage the class (cold call, etc.), excuse me but where is the space for agency? 🤷‍♀️
87511
Aaron PS @ronpaq.bsky.social · 23/08/2026
This year, I will be asking students to maintain a "metacognitive journal" alongside their exercise books. Has anyone got any experience with maintaining these? Do you have any recommendations for what students should complete or what format these should be? #EduSky #MathsToday
200
Aaron PS @ronpaq.bsky.social · 22/08/2026
In preparation for the return to school and teaching number, I used Claude to vibe code a little applet to show me an area model for a given multiplication. #mathstoday
140
Aaron PS @ronpaq.bsky.social · 22/08/2026
Bookmarking to try this for teaching addition and multiplication of negative numbers this academic year. I have been using the directed counter approach but I've never been that successful. #mathstoday
230
Aaron PS @ronpaq.bsky.social · 26/06/2026
"If a student masters a standard by week ten, it shouldn't matter that they blew it on week two. A final grade should reflect where a student ultimately landed, not serve as a cumulative ledger of how many times they tripped along the way."
120
Aaron PS @ronpaq.bsky.social · 23/06/2026
I'm already planning for September... a first. My new first-year IB AA SL students will be welcomed back with this task on equations, graphs and gradient. The idea is to tease out how they think as a mathematician and set us up for some work on straight line graphs. #MathsToday
0142
Aaron PS @ronpaq.bsky.social · 22/06/2026
In #MathsToday, my end-of-year-low-expectation-in-the-heat lesson has been a @drfrostresource.bsky.social quiz in the style of the 1% Club. What a life saver!
271
Reposted by Aaron PS
Andrew @andrewmaths1.bsky.social · 22/06/2026
Let's go beyond the Anglosphere and venture into the French Baccalaureate. The French Bac has undergone lots of updates over the years, so let's focus on the post-2019 French bac for now. The French Bac is known for their rigour - which makes sense when there are 4 questions for 4h. #ALevelMaths
331
Reposted by Aaron PS
Erick Lee @theericklee.bsky.social · 19/06/2026
A couple of questions for the final day of my #calculus class. The hexagon question was from a post at the other place by Henk Reuling. I added the square version as a simplified option. #ITeachMath #MathsToday
Two calculus challenges side by side, framed in rounded blue borders. On the left side, labeled Mild, a text prompt asks, A parabola is drawn inside a square. What fraction of the square is colored red? Below the text is a square containing a bright red vertical parabola whose peak touches the top edge midpoint and whose base spans the bottom corners from edge to edge. On the right side, labeled Spicy, a text prompt asks, A parabola is drawn inside a regular hexagon. What fraction of the hexagon is colored red? Below the text is a regular hexagon resting on a flat bottom edge, containing a tall red vertical parabola whose peak touches the midpoint of the top edge and whose base spans the bottom edge from corner to corner. For both challenges, the areas inside the shapes but outside the red parabolas are shaded light grey.
3213
Aaron PS @ronpaq.bsky.social · 19/06/2026
In #MathsToday: constructing pie charts. My students suggested such varied methods: calculate a percentage then find that percentage of 360; find what fraction per response and find fractions of 360; work with proportionality, identifying the constant of proportionality between the total and 360.
120
Reposted by Aaron PS
Mrs P ♥️ maths @mrs-p-maths.bsky.social · 29/04/2025
In #MathsToday my year 8's were finding the volume of prisms. We used multilink cubes to help understand the concept as finding the number of cubes in a 'layer' then multiplying by the number of layers. I'm trying to get them away from thinking shape work is all about remembering formulas.
382
Aaron PS @ronpaq.bsky.social · 18/06/2026
In #MathsToday, the first time I am running a Bowland Maths project. Students design a recipe for a smoothie and use proportionality to calculate the nutritional content of their ingredients. Link to the task: www.bowlandmaths.org.uk/materials/pr...
020
Aaron PS @ronpaq.bsky.social · 17/06/2026
I have become very interested in how KS3 is about enriching our students rather than just preparing them for their GCSEs or equivalent. How do we do this when our subjects are siloed? And what should we be measuring and reporting on? #EduSky
110
Aaron PS @ronpaq.bsky.social · 16/06/2026
Au lieu de noter les élèves en cycle 4, mon établissement évalue leurs compétences globales par matière ; en mathématiques, il s'agit d'explorer, de calculer, de raisonner, de modéliser, de représenter et de communiquer. #TeamProfs
100
Aaron PS @ronpaq.bsky.social · 16/06/2026
Instead of reporting grades or "above/at/below expected progress" at KS3, my school reports on per-subject holistic skills; in maths, these are explore, calculate, reason, model, represent and communicate. #EduSky
100
Aaron PS @ronpaq.bsky.social · 16/06/2026
In #MathsToday, I used this excellent standards units matching task to help students qualitatively describe cumulative frequency charts -- something I myself find quite difficult to do. Do people have "instinctive" ways to look at these, which can be shared with students? #ALevelMaths
2196
Reposted by Aaron PS
Dale Chapman @dalechapman.bsky.social · 23/03/2026
This might be my magnum opus. Taylor Swift as pie charts. #MathsToday
A worksheet of eight pictures of Taylor Swift in outfits from the Eras tour. There are eight pie charts that link to all of these outfits and a table for someone to match them together.
191
Reposted by Aaron PS
Jonathan Hall @studymaths.bsky.social · 25/02/2026
(Yet) another "Blank is Best" slide used in #MathsToday. I made up the coordinates of A and B and Y10 had to try and fill the rest.
A grid of empty boxes with the headings:

A is the point, B is the point,Midpoint of AB, Length of AB.
Gradient of a parallel and perpendicular line.
y-intercept, x intercept, equation of the line and sketch.
2376
Aaron PS @ronpaq.bsky.social · 07/02/2026
A task I liked from this week: instead of directly teaching the inclusion-exclusion formula, we treated finding probabilities as a puzzle to be solved with a Venn diagram. Then I showed them the formula and let them choose which they preferred to use. #mathstoday
0132
Reposted by Aaron PS
Robert Kaplinsky @robertkaplinsky.com · 07/02/2026
If you wish your students had better number sense, then you'll love the estimation tasks from Andrew Stadel on Estimation 180. Here are the first twenty to get you started. estimation180.com/days-1-20/
023
Aaron PS @ronpaq.bsky.social · 23/01/2026
#MathsToday We did gradient of line segments in Year 9 by considering a rescaling of the overall countable change. No change in y over change in x, or rise over run.
3102
Aaron PS @ronpaq.bsky.social · 30/12/2025
Would anyone know where I might find a matching task for algebraic, trigonometric and exponential form of complex numbers? #Mathstoday #Alevelmaths
142
Aaron PS @ronpaq.bsky.social · 29/12/2025
Adding some extra tasks for when I teach inverse trigonometric functions. When do arcsin, arccos and arctan behave, and when do we need to be careful? #mathstoday #Alevelmaths
060
Reposted by Aaron PS
Susan Whitehouse @susanwhitehouse.bsky.social · 18/12/2025
My old friend the second derivative, we've been expecting you...
News headline "Flu hospital cases rising in England, but rate of increase slows"
3232
Aaron PS @ronpaq.bsky.social · 15/12/2025
Question for #ALevelMaths teachers. When teaching the exponential form of a complex number, how do you motivate this intuitively? I will (soon) be teaching this and interested in the various ways of doing it. #MathsToday #UKMathsChat
740
Reposted by Aaron PS
Howie Hua @howiehua.bsky.social · 14/12/2025
You've heard of elf on the shelf but have you heard of
Y=ax²+bx+c in an attic
25011
Aaron PS @ronpaq.bsky.social · 11/12/2025
In Year 11 foundation #mathstoday we're doing just a past paper. Energy has waned and getting new content across so close to the holiday (we break up tomorrow) is really tough. Any tips for keeping new learning going before the holidays?
320
Aaron PS @ronpaq.bsky.social · 10/12/2025
A simple, but one of my favourite, worksheets from mathspad today. I like the way the jumbled answers are in terms of pi or written to two decimal places. It forces the learners to be conscious about the distinction between the two. #MathsToday
0163
Aaron PS @ronpaq.bsky.social · 02/12/2025
#MathsToday Same but different parametric equations to match to their graphs. We had a lovely 15 minute discussion based on this task, plus lots of Desmos animated particles to help us think about the x- and y-coordinates changing at different rates.
051
Reposted by Aaron PS
Catriona Agg @catrionaagg.bsky.social · 01/12/2025
I tried something different to help an #ALevelMaths student who was stuck with a question: instead of telling them what to do, I wrote down my thoughts about how I would solve a question (kind of like @davidkbutler.bsky.social does with #TryMathsLive, except I never actually did the question).
I'm going to try and type you my thoughts live so you can see what I'm thinking. I hope this will be more useful to getting you started than a worked solution. I don't have a calculator on me so I haven't actually tried to work any of this out - it's possible that my approach to a particular part doesn't work! But the 'show that' in part (iii) is a nice way for you to check whether things are going well up to that point. I'd advise you to only read a bit at a time, then try what you can, and come back to read the next bit if you get stuck.
 
Before part (i), they've mentioned mass, speed, force and power. In particular, seeing speed and power mentioned together always makes me want to use the formula P=Fv. Given that this part is only 2 marks, I suspect I won't have to do much more than that.
 
Before part (ii), they've mentioned moving under gravity - given that I'm primed by part (i) that this is a Work/Energy/Power question [yes, I know this is a whole W/E/P assignment, but in an exam I wouldn't have that extra context - but even exam questions are often predominantly drawn from a single topic] that makes me think of GPE. They also mention moving against resistance, which makes me think of WD = Fd.
 
So already I'm thinking I'll start by trying to set up the energy buckets for the car at P and Q. I'm told the height and speed at each of them, which means I can calculate GPE and KE using the mass from the first part. I'm also told how far the car travels, which I can use as d in WD=Fd.
 
In fact, part (ii) only asks for GPE and KE, so I don't need to use WD=Fd at all.
3142
Aaron PS @ronpaq.bsky.social · 30/11/2025
#MathsToday "Slanty" shapes were turned into right shapes by imagining them as stacks of paper which needed a push. This helped us identify needed lengths and ignore distractions. The aim was long-term learning, not short-term performance obtained by using formulae. Time will tell.
3263
Reposted by Aaron PS
gerard mcn @germinalmaths.bsky.social · 27/11/2025
Two triangles with the same area. Which has the greater perimeter? How do you know? No calculators. Thanks to @studymaths.bsky.social for the geoboard software on mathsbot.com
5122
Reposted by Aaron PS
Quanta Magazine @quantamagazine.org · 27/11/2025
The mathematician David Bessis believes that mathematical skill is not innate, but learned. “Genius is not an essence. It’s a state. It’s a state that you build by doing a certain job.”
quantamagazine.org
Mathematical Thinking Isn’t What You Think It Is | Quanta Magazine
The mathematician David Bessis claims that everyone is capable of, and can benefit greatly from, mathematical thinking.
04318
Reposted by Aaron PS
Mrs P ♥️ maths @mrs-p-maths.bsky.social · 26/11/2025
In #MathsToday I used stem sentences to support teaching of expanding brackets. I was pleasantly surprised to hear pupils respond to questions using the structure of the stem sentence without me prompting them to do so. Would love to hear others' experiences of stem sentences in secondary maths.
2163
Aaron PS @ronpaq.bsky.social · 27/11/2025
In #mathstoday I was asked by a year 11 whether it could be possible that the perimeter is larger than the area (because this was the case in many problems). To him, this was impossible because the 'edge' is smaller than the 'inside'. What else do students find hard conceptually in this topic?
580