The original picture by **JeFFMuMM **was one of the most retweeted images on the magical maths timeline on twitter. I was really happy to hear from Jeff himself that there is now an animated version of Zerno’s hairdox.

This video would make a great starter to any Maths lesson and would generate some good discussions.

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]]>This is a great video to watch if you are researching the power of growth mindsets and the power of yet. Carol S. Dweck’s research focuses on why students succeed and how to foster their success. More specifically, her work has demonstrated the role of mindsets in success and has shown how praise for intelligence can undermine students’ motivation and learning.

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**Developing a Growth Mindset**

The Education Funding Agency has updated its Maths and English condition of funding processes. Qualifications that can be taught that meet the condition of funding now include A and AS levels, and they have set out the details of this. They have also provided more information on IGCSEs and clarified their advice on continuing students.

The flowchart below summaries the condition of funding and will help making decisions about Maths and English funding. The flowchart is designed to help post-16 institutions in determining what English and maths courses a student should enrol on as part of their study programme to meet the English and maths condition of funding. It should be used in conjunction with the full guidance available here: https://www.gov.uk/16-to-19-fundingmaths-and-english-condition-of-funding.

]]>This makes a great starter or challenge question to any Maths lesson. Is this possible? Why is it not possible?

but then…..

This solution works great on a balloon and easy to demonstrate in any class.

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]]>When Mathematicians do Valentines day they say I love you Mathematically.

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Thanks to Senorfgif.com

]]>**A powerful instrument of knowledge**

Mathematics is unique – as a systematic and coherent discipline, with a special place as “a powerful instrument of knowledge” (Descartes). It is fundamental to science and many other areas of scholarship and practice. The medieval philosopher Roger Bacon declared: “Neglect of mathematics works injury to all knowledge, since he who is ignorant of it cannot know the other sciences or the things of the world”.

Mathematics is also unique in terms of strength of the evidence for benefits that accrue from its study, for the individual and for society.

Children with high mathematics scores in at age 10 earn on average 7.3 per cent more at age 30 than others, even after pupil characteristics and later qualifications are controlled for[1]. Individuals with A-level mathematics earn on average 7-10 per cent more at age 33 than similarly educated workers without the qualification[2]. And, as we know, mathematical degrees and careers in the STEM sector command a particular premium in the job market – up to 19 per cent on average compared to other similarly qualified workers[3].

Conversely, the cost to society from poor numeracy is high. Pro Bono Economics estimated this at £20bn annually, in terms of lower wages, likelihood of unemployment, loss of productivity and other costs to society[4].

**PISA 2012**

Given the importance of mathematics, it is worrying that PISA 2012, the international assessment of student performance at age 15, placed England 27^{th} out of 65 in the subject – a similar position to New Zealand, Slovenia and the Czech Republic, but significantly below the Netherlands, Poland and Germany, and well below high performing jurisdictions such as Singapore, Hong Kong and Shanghai.

It’s not the PISA rankings however, but what lies beneath them which has driven much of the thinking behind the 2014 mathematics curriculum in England.

While our top students match the best internationally, England has a wide spread of attainment in the subject – a ‘long tail’ of underachievement. In only ten countries was there a greater difference between the average scores of the highest and lowest attaining students. In Singapore, Hong Kong and Taipei more than one in three students achieved the top two levels; in England the figure was 12 per cent. And 8 per cent of our 15-year-olds failed to reach the lowest level of PISA attainment, compared to 0.8% in Shanghai.

**National Curriculum 2014**

The 2014 national curriculum for mathematics has been designed to raise standards in maths with the aim that the large majority of pupils achieve mastery of the subject. At the heart of this is the need for pupils to build fundamental concepts and skills far more securely.

The new primary curriculum for mathematics is benchmarked against the best in the world and is influenced, for example by Massachusetts and Singapore. It focuses on building solid mathematical foundations, placing greater emphasis on mental and written arithmetic, including multiplication tables, efficient methods of calculation and the application of mathematics to problems. A key aim is fluency – conceptual understanding with an ability to recall and apply knowledge rapidly and accurately.

Secondary mathematics aims to prepare young people for life, work and higher education. The new secondary curriculum sets higher expectations at age 16. For the first time, financial education has been included. The GCSE will ensure that young people gain essential numeracy skills, and will prepare students for further mathematical study by emphasising mathematical reasoning and problem solving, offering stretch and challenge for higher attaining students.

Ultimately however, our success in mathematics rests not on the rules and frameworks created by government, but in what happens in the classroom. I’ve been heartened by the enthusiasm and commitment of teachers, including those in newly created Maths Hubs, to embrace the aims of the new curriculum and to learn from others internationally. I’d encourage any teacher to engage with their local Hub or the take a look at the NCETM website to learn more[5].

Vanessa Pittard (Policy lead on mathematics in the curriculum)

[1] Institute of Fiscal Studies, British Cohort Study 2012

[2] Dolton, P.J., and Vignoles, A, The Return on Post-Compulsory School Mathematics Study. Economica, 69, 113-141

[3] Office for National Statistics (2010) Annual Survey of Hours and Earnings (ASHE)

[4] Cost of outcomes associated with low levels of adult numeracy in the UK.

[5] https://www.ncetm.org.uk/public/files/19990433/Developing_mastery_in_mathematics_october_2014.pdf

]]>You will find it hard to watch this video and not be inspired, wanting to pass it on to a teacher you know.

This is a great piece of performance by Taylor Mali’s for a teacher’s in service audience.

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**Taylor Mali**

After many years of being ignored the 12 times table is back in the news. – all children in England will be expected to know the 2 – 12 times table by age 11,

This is great for The Mouse Family who live at www.thetimestables.com

They love using rhymes and songs to teach young children, always a good way to learn things.

Grandma Mouse made a magic 12 times tale rhyme all about hearing noises in the night. Grandpa Mouse lit two candles and everyone went to see what was happening. They found it was Monty Mouse having a midnight feast in the kitchen!

Here is her rhyme, try singing the words to Twinkle Twinkle Little Star. You can watch the video The Mouse Family made at

**Twinkle Twinkle Little Star Times Tables**

Granny Mouse woke up herself,

One times twelve is twelve.

Tiptoed on the creaking floor,

Two times twelve are twenty-four.

1 x 12= 12

2 x 12= 24

Grandpa lit two candle wicks,

Three times twelve are thirty-six.

Something woke him; was he late?

Four times twelve are forty-eight.

3 x 12= 36

4 x 12= 48

Mother Mouse woke up quickly,

Five times twelve are sixty.

Saw the stars, heard something, too

Six times twelve are seventy-two

5 x 12= 60

6 x 12= 72

Father Mouse, he pushed the door,

Seven times twelve are eighty-four.

Were his ears just playing tricks,

Eight times twelve are ninety-six.

7 x 12= 84

8 x 12= 96

Monty Mouse piled high his plate,

Nine times twelve are one hundred and eight.

Then saw Grandma smiling gently,

Ten times twelve are one hundred and twenty.

9 x 12= 108

10 x 12= 120

Mona told them all, “It’s true,”

Eleven times twelve are one hundred and thirty-two.

“Monty often eats much more.”

Twelve times twelve are one hundred and forty-four.

11 x 12=121

12 x 12=144

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This is a classic buzz feed video about how it would possibly be like if we treated teachers like super stars. It is pretty funny and needs to be passed on to all your teacher friends to share a smile and a laugh.

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**Teachers treated like stars**

This needs to be passed on to a Mathematician you might know and makes a great literacy starter in any Maths lesson! Can your pupils explain the humour and the connection it has to a concept in Mathematics. The poem was created by @brian_bilston so all credit goes to him. : )

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**Word Crunching Maths Poem**