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Yes, I should have started with smaller numbers as others have said. Doh!

Out of curiosity, is this the way you teach students?

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Did you conclude on a best way to introduce these tasks, keeping them productive?

Now I am no longer preparing students for GCSEs in Year 10/11, working in the French system, I find it so liberating writing assessments. No need to use past paper questions and I can develop interesting tasks which will really allow me to assess the student mathematically. Like this one.

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Cool! I gave this at the start of a lesson at the end of a sequence on powers and roots, including changing base. The idea was from my HOD who is encouraging us to put the students in a situation where they haven't been told which tools to use -- to see what happens, and let them work together.

Andrew Stacey @mathforge.org · 07/10/2026

Reposted by Aaron PS

Just wondering whether OpenAI's actions (and their implications) have made it across to the mathematical education sphere. I'm reading a lot of reaction from higher education, not from secondary (or primary) and so am curious as to whether folks know #UKMathsChat #ITeachMaths #ALevelMaths #mathsky

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Aaron PS @ronpaq.bsky.social · 07/10/2026

Ah yes, of course. Thanks, Chris.

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Reposted by Aaron PS

TomTeach @tommaths.bsky.social · 06/10/2026

We talk a lot about great activities, exercises, questions, ressources. To me that's one of the most intersting things to look for when preparing lessons.

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Aaron PS @ronpaq.bsky.social · 07/10/2026

Yes, they have changed base. But because I projected the multiple choice options it meant that weaker students 'saw' the correct answer and stayed there without testing or sense checking it--they didn't really have any strategies to do so. What is listing, adding a line?

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Aaron PS @ronpaq.bsky.social · 07/10/2026

This is great, thank you. I will look into some generic problem solving strategies and see if I can theme tasks by them.

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Reposted by Aaron PS

Jonathan Hall @studymaths.bsky.social · 05/10/2026

In #MathsToday we were rearranging where factorising is required. I like how the first three are relatively easy, but our answer to "make c the subject" gives us an insight into how we might rearrange for x.

A slide with the formula ax = bx + c and four prompts to rearrange in terms of a, b, c and finally x.

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Thank you. I agree the multiple choice was more of a help than a hindrance. With their misconceptions, incorrect theories were baked in.

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Thank you. I agree the multiple choice was more of a help than a hindrance. With their misconceptions, incorrect theories were baked in.

How do you scaffold "hard" problems where you want them to be stuck, keeping the time productive? What would be a good format for allowing students time to ruminate with this type of problem? Is it even good for them?

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Aaron PS @ronpaq.bsky.social · 22/09/2026

I gave this IMC problem to my Year 9s today and gave them 4 minutes of independent thinking time before 5 minutes in groups. I felt it wasn't too productive a use of time. Some really had no idea where to begin. #MathsToday

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Had my amazing Year 9 group changing base with the power rule today to really push them. My they are good. #mathstoday

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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...

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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

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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)

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Aaron PS @ronpaq.bsky.social · 09/09/2026

Okay. Thank you for your insight.

Aaron PS @ronpaq.bsky.social · 08/09/2026

Hi Michael. I found this post having looked a little into Math Academy, which my school is piloting. Have your views developed since last February?

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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

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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!

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I think repeated percentage change is the biggest headache for which multipliers are the solution.

I also prefer this method for reverse percentages to multipliers. And, like you say, it is easily accessible: once set up it can be approached by chunking, finding 1%, or using multipliers if they are ready.

Thanks, Susan. This is also a great task I have used before. Here's to hoping they really notice the solutions must be _positive_ tomorrow.

Thank you, I really like this simultaneous squares task and didn't already know of it. I will use this tomorrow!

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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

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Thank you, this is very helpful for organising my thoughts.

Yes, this is a bit like a "sign chart" that would be really studied in the French system but not in the UK--at least to my knowledge, I haven't seen much emphasis on these.

Yes, exactly. This is for an IB SL class and so a group of students who don't always gel with mathematics. It will be interesting trying to guide them through it.

Thank you. This is really helpful to share with students. I think the problem I have in my head is that I want my flow chart to start with "is f''(x) =0". This is how I would search for points of inflection.

I feel I always get in a muddle when we get to the fact that f''(x) = 0 does not imply point of inflection. How do you help students with a flow chart through this?

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I would be grateful to hear colleagues' approaches to teaching the classification of stationary points, concavity and inflection points. #MathsToday

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I think it was a bit more than that, embarrassingly. Finding a tangent with a given gradient would be a more standard routine for me. But passing through a given point requires one extra step of thinking I've fallen out of the habit of having taught the A level for a few years now.

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