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Update: I am using the pad much much more. What is the point of teaching without sometimes changing your ways from time to time. Once i'll be using it for too long and systematically i might revert and go back to the board! Thx for the discussions, helps me change practice from time to time...

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TomTeach @tommaths.bsky.social · 11h

Good question. Encountered similar issues, particularly challenging with "weaker" classes.

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TomTeach @tommaths.bsky.social · 12h

But most times, the most difficult and less talked about part, is how to best introduce those, what are the means of the participation, and so on....particularly in difficult contexts. And particularly for novice. But I'd say the challenge is still there even when experienced? #MathsToday

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TomTeach @tommaths.bsky.social · 12h

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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TomTeach @tommaths.bsky.social · 05/10/2026

Yes, let go of the maths pedant in you for a moment...and live. We must all do the same at times, to ensure sanity.

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TomTeach @tommaths.bsky.social · 29/09/2026

Is it like a better version of Edexcel Wizard but also for all exam boards?

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TomTeach @tommaths.bsky.social · 29/09/2026

Interested to know what playing the game is really about, but please do not feel like this must be answered.

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TomTeach @tommaths.bsky.social · 29/09/2026

And so back then the rating/comments were communicated to the individual teacher?

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TomTeach @tommaths.bsky.social · 29/09/2026

Ofsted grade individual lessons they might observe during inspections? I didn't think so... Also, in my short experience they ve been going in for 10min max...I don't know what the standard is.

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TomTeach @tommaths.bsky.social · 28/09/2026

Are those Y10s quite quick at factorising non monic quadratic usually (ie non-mixed factorising questions)?

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TomTeach @tommaths.bsky.social · 28/09/2026

In #MathsToday, I was reminded that the power of "circulating across the classroom" is greatly reduced by the inability to decipher any letter or numbers on the page.

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TomTeach @tommaths.bsky.social · 26/09/2026

It's also about the mathematical representations/visuals we have in our mind. We all have our own. But a notation like 5<x<10 is closely linked to the visualization of an interval (here ]5,10[) on the number line. And the number line is a representation that most of us have internalized early.

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TomTeach @tommaths.bsky.social · 26/09/2026

Because we are used to see numbers in ascending order from left to right, not right to left

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TomTeach @tommaths.bsky.social · 26/09/2026

True. And of course we see this as well when they transition from secondary to alevel in the same school. Maybe better when they get mixed up coming from different schools, at least that give them new point of comparison..(?)

them.new

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TomTeach @tommaths.bsky.social · 26/09/2026

I use those signs or a certain formality in my modelling in secondary but only in certain classes, for which i know this will not be a cause of distraction to the fundamental knowledge some other classes need to acquire.

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TomTeach @tommaths.bsky.social · 26/09/2026

Yes formalism is very light in general, in those years, and accross the curriculum/teaching. Have to bear in mind many many students in secondaries (non selective) are light years away in their maths (for many different, complex reasons) from the students you will see coming in year 12.

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TomTeach @tommaths.bsky.social · 26/09/2026

Interesting. Don't do OCR so have no idea. So you see noticeable differences between OCR/EDEXCEL/AQA students?

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TomTeach @tommaths.bsky.social · 26/09/2026

Yes but i when i see that, i always insist that it is equivalent to x=4 even if we do not want to write it like that (ie 4=x). I don't want to give the impression the equal sign is not symmetric.

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TomTeach @tommaths.bsky.social · 26/09/2026

With regard to the equal sign, it is being mistreated very early. The classic from y7 to y11 is to treat it as an instruction to compute/calculate (not equality/equivalence relationship between quantities). Hence we get 2×5 = 10 + 3 = 13 when evaluating 2y+3 at y=5

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TomTeach @tommaths.bsky.social · 26/09/2026

Yes. When i first started that shocked me a lot. But this is a standard issue for a large majority of students from y7 to y11. Far from all are able to correct that through the years. Plus i would say that emphasis in uk maths education is light (in those years) on formalism (maybe rightly so).

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TomTeach @tommaths.bsky.social · 25/09/2026

Just for them not to blindingly start a substitution like they re used to, but have flexibility to "make things appear", sometimes.

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TomTeach @tommaths.bsky.social · 25/09/2026

By substitute i meant: guess the pair, substitute and check. Wanted them to see "squares": you do 2x the 2nd equation and combine with equation 1 to make (x+y)^2 and (x-y)^2 appear. Other way is what you say, but that lead you to a quartic. That s the way most chose, I wanted to show the other.

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TomTeach @tommaths.bsky.social · 25/09/2026

Hence thought of the following: For you teaching in a Sixth Form college, you see students coming from outside which are all new to you so might have a different perspective on this: What are the top 3 maths "gaps" you generally see from students fresh from their GCSEs? #ALevelMaths #Mathstoday

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TomTeach @tommaths.bsky.social · 25/09/2026

Was doing inequalities on a graph with Y12 in #MathsToday. Realized how "unatural" it is for many students (even top GSCE grades with excellent algebraic skills) to relate "their algebra" to a graphical representation. I need to think more. #AlevelMaths

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TomTeach @tommaths.bsky.social · 25/09/2026

Thanks. Do i need to say his name 3 times like for Beetlejuice?

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TomTeach @tommaths.bsky.social · 25/09/2026

Doing this with Year 9 nurture set at moment. Very weak numeracy skills as well. Some coule do a litle bit of "75% of amount" at the end of today... Were is the best place to get hold of springboard materials (think i heard of it before)?

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TomTeach @tommaths.bsky.social · 24/09/2026

Last week with Year 12, was good to quickly talk about formal ways (ie not try and substitute) to solve this pair: x^2+y^2=34 xy = 15 (One way being probably "nicer" than another) #MathsToday

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TomTeach @tommaths.bsky.social · 22/09/2026

This can be done without knowing them, but have they seen fractional indices yet?

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TomTeach @tommaths.bsky.social · 18/09/2026

Denial of symmetry for the equal sign

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TomTeach @tommaths.bsky.social · 18/09/2026

I confirm that 0 is absolutely (taught) as part of the set of natural numbers N in France, and i am ok not to lose my mind over it (gives me a break from being a pedant). Plus it is always introduced alongside notation N*, which is them without 0.

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TomTeach @tommaths.bsky.social · 16/09/2026

Example of typical lessons often presented as great, but maybe not as much learning: great control of the classroom, fast pace, student obeying military style to every directive from teacher. Question. Cold call. Question. MWB. Exercises. Done. Pace pace pace.

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TomTeach @tommaths.bsky.social · 16/09/2026

Like everything had been carved and the essence revealed.

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TomTeach @tommaths.bsky.social · 16/09/2026

A few questions, orally or in books. Linked to experiment. Lesson over. First thought: is that it, really? Later thoughts, thinking about some exchanges with students: that was perfect. They really got the most important aspects of this experiment, at least in the moment.

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TomTeach @tommaths.bsky.social · 16/09/2026

Delivery: calm, not pacy, but to the point. Doing an experiment with circuits, directing students attention to the real important details. Two students misbehaving, calmly and firmly dealt with. A few MWB checks. Taking the time, slowly, to discuss and exchange on a few answers with students.

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TomTeach @tommaths.bsky.social · 16/09/2026

But first an example of a lesson, which did not seem much at first glance but after reflexion I thought was great for students. In my first placement a few years ago I had been advised to observe a physics teacher.

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TomTeach @tommaths.bsky.social · 16/09/2026

It's probably easier to describe lessons which we think "looks good" or are often presented by teacher training providers as examplary, and which are not maybe the most conductive for learning.

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TomTeach @tommaths.bsky.social · 16/09/2026

As I said you really never know for sure what learning is happening (we never really know what is going in the head of students, even as a teacher), and I do not pretend to know.

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TomTeach @tommaths.bsky.social · 15/09/2026

My conclusion is that it is easy for people to be impressed by a lesson where not a lot of learning has happened (probably, we never really know), and it is easy and frequent for people to be unimpressed by a lesson/teacher where a lot of learning has (probably) happened. #MathsToday

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TomTeach @tommaths.bsky.social · 15/09/2026

Due to the fact that I am quite new to the profession, I have observed quite a few lessons, was made to watch quite a few videos of lessons, and heard a lot of opinions about "good teaching", over the last few years.

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TomTeach @tommaths.bsky.social · 13/09/2026

I actually think that before my neck, the interactive board and me writing on it will first severely deteriorate my eyesight...

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TomTeach @tommaths.bsky.social · 13/09/2026

I definitely will try it more and for longer to see how it goes and if i change my mind... But it's also not straightforward to master neat writing on those tablets, at least the one i have...

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TomTeach @tommaths.bsky.social · 13/09/2026

Hope this is now better and pain free with tablet

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TomTeach @tommaths.bsky.social · 13/09/2026

...and maybe also the "physical aspect" of thinking/doing maths if I use the pad at my desk instead of standing and doing at the front. I m aware this might sound a spurious idea, and also im sure there s some research saying the less movements from teacher the better the learning for students...

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TomTeach @tommaths.bsky.social · 13/09/2026

The reason i do not use the graphic pad available to me that much is that it looks to student as if some writing appears by magic on the screen they are looking at...You lose the "pen to paper" (or pen to interactive board) aspect of things...

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TomTeach @tommaths.bsky.social · 13/09/2026

I like to be in front at the wall. (even if i might do stuff seating down on visualizer/pc at times). But ill probably revise that opinion soon when my neck and shoulders are wrecked.

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TomTeach @tommaths.bsky.social · 13/09/2026

Why are there no more interactive whiteboards, was there a specific reason behind it?

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TomTeach @tommaths.bsky.social · 13/09/2026

And what about the teachers there? Are they white British, or at least just British?

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