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The research mathematician and his A Level teacher
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Manage episode 318446985 series 2361943
GCSE maths teachers will recognise the profile of the disengaged 15-year-old that understands maths easily but hasn’t the motivation to put in the work for a really good grade. This student will often drop maths post-16, or if they don’t, you might lose sight of them as they go to college or join another teacher’s A level group.
If you have seen a few of these characters through your doors, you may be encouraged to hear this conversation between Douglas Coates, now a research mathematician at Université Paris Saclay, and his A level teacher, Tom Rainbow. Doug explains how maths came alive for him post-16, and what it was that inspired him. And he poses a great little maths problem (from John Mason) for you and your students to try!
Show notesTaking part in the discussion are:
- Tom Rainbow, Maths Education Support Specialist with the AMSP (Advanced Maths Support Programme)
- Douglas Coates, Research mathematician, Université Paris Saclay
- Gwen Tresidder, NCETM Communications Manager (introducing the discussion)
- 00:06 – Introduction and meet Tom
- 03:16 – How Doug came to take A level maths and what he has done since
- 07:23 – How differentiation brought maths alive for Doug
- 10:30 – Doug explains his hatred of memorisation and calculating, but love of thinking, logic and solving problems
- 11:27 – How important is ownership of the mathematical process?
- 11:50 – Can a textbook create the conditions for proper mathematical discussion and thinking?
- 12:30 – Tom muses about providing for students that want something more mechanistic
- 14:19 – Use of technology vs. written techniques
- 15:36 – Tom recounts teaching about a straight line crossing a circle
- 20:29 – Did A level maths prepare Doug well for his degree?
- 24:50 – Doug explains his research area – Ergodic theory
- 27:40 – Doug’s maths problem about a bicycle (originally from John Mason and published in the book ‘Thinking Mathematically’)
- Tom tweets as @CoreMathsTom
64 episoder
Arkivert serier ("Inaktiv feed" status)
When? This feed was archived on September 02, 2022 14:28 (). Last successful fetch was on July 28, 2022 09:36 ()
Why? Inaktiv feed status. Våre servere kunne ikke hente en gyldig podcast feed for en vedvarende periode.
What now? You might be able to find a more up-to-date version using the search function. This series will no longer be checked for updates. If you believe this to be in error, please check if the publisher's feed link below is valid and contact support to request the feed be restored or if you have any other concerns about this.
Manage episode 318446985 series 2361943
GCSE maths teachers will recognise the profile of the disengaged 15-year-old that understands maths easily but hasn’t the motivation to put in the work for a really good grade. This student will often drop maths post-16, or if they don’t, you might lose sight of them as they go to college or join another teacher’s A level group.
If you have seen a few of these characters through your doors, you may be encouraged to hear this conversation between Douglas Coates, now a research mathematician at Université Paris Saclay, and his A level teacher, Tom Rainbow. Doug explains how maths came alive for him post-16, and what it was that inspired him. And he poses a great little maths problem (from John Mason) for you and your students to try!
Show notesTaking part in the discussion are:
- Tom Rainbow, Maths Education Support Specialist with the AMSP (Advanced Maths Support Programme)
- Douglas Coates, Research mathematician, Université Paris Saclay
- Gwen Tresidder, NCETM Communications Manager (introducing the discussion)
- 00:06 – Introduction and meet Tom
- 03:16 – How Doug came to take A level maths and what he has done since
- 07:23 – How differentiation brought maths alive for Doug
- 10:30 – Doug explains his hatred of memorisation and calculating, but love of thinking, logic and solving problems
- 11:27 – How important is ownership of the mathematical process?
- 11:50 – Can a textbook create the conditions for proper mathematical discussion and thinking?
- 12:30 – Tom muses about providing for students that want something more mechanistic
- 14:19 – Use of technology vs. written techniques
- 15:36 – Tom recounts teaching about a straight line crossing a circle
- 20:29 – Did A level maths prepare Doug well for his degree?
- 24:50 – Doug explains his research area – Ergodic theory
- 27:40 – Doug’s maths problem about a bicycle (originally from John Mason and published in the book ‘Thinking Mathematically’)
- Tom tweets as @CoreMathsTom
64 episoder
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