1. Mathematical Moments Jennifer Piggott

2. 2 www.nrich.maths.org Evaluating mathematics provision for 14–19-year-olds Ofsted found many lessons  "lacked sufficient flair, imagination and challenge to get the best from students".  They did not allow pupils to develop their "ability to reason and discover solutions for themselves".

3.  Do you teach history?  Would you describe yourself as an historian?  Do you teach geography?  Would you call yourself a geographer?  Do you teach languages?  Would you describe yourself as a linguist?  Do you teach science?  Are you a scientist?  Do you teach mathematics?  Are you a mathematician?

4.  Did you study mathematics beyond GCSE level?  Did you take GCSE maths early?  Did this influence you in any way?  What did you enjoy about mathematics?  What didn’t you like about mathematics?  What mathematical experiences do you want your pupils to have?  What are the key influences in offering such experiences?  How are these related to examinations?

5. What do we mean by mathematics? SiteFiles

6. 6 www.nrich.maths.org Cross it – Turn it AB CDAB CD AB CD A B C D Cross over t:  t + 1 Quarter turn t:  - 1 t

7.  Did you study mathematics beyond GCSE level?  Did you take GCSE maths early?  Did this influence you in any way?  What did you enjoy about mathematics?  What didn’t you like about mathematics?  What mathematical experiences do you want your pupils to have?  What are the key influences in offering such experiences?  How are these related to examinations?

8. It’s not what you do, It’s the way that you do it.

9. 9 www.nrich.maths.org For slides and more www.nrich.maths.org Search for: GDST 2006 jsp38@cam.ac.uk