These were created using latex code and in the end I just edited the latex labels rather than redrawing each one.
I got a little lazy, but appreciate the detailed eye!
This week I’ve written about how we can apply the approach we took with metric unit conversions for area and volume onto area and volume of similar shapes.
open.substack.com/pub/fantasti...
This would have been my question
I used to talk about 80-hour weeks.
Now I brag about weekends with my family.
No Sunday guilt or late night planning.
Same results. Happier human. That’s what the right tools do.
Just you... amplified. 🔋
mathswhiteboard.com
#iTeachMaths #EdTech #TeacherBurnout
This weeks post is a two for one. I question when scaffolding isn’t actually having the desired impact. I give an example of a commonly used scaffold for unit conversions which I now think doesn’t actually support our students in the long run.
substack.com/@fantasticma...
Grouping/setting students to enable mastery as that would be one of the conditions for mastery akin to Blooms proposal for mastery.
Opposed to the problematic definitions of which now exist according to EEF.
On Friday I write about the connection between the suffix in place value and the prefixes in metric units.
Interested in reading more?
open.substack.com/pub/fantasti...
Is there an order to the leaderboard?
We are hiring a Director of Education to join the Chartered College of Teaching team! 📢
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Deep learning doesn’t have to be stumbled upon through inquiry it can be specifically taught and connected.
The opportunity cost of inquiry learning is too high to promote in this manner.
If you’re still using Hattie places direct instruction approach at 0.6. Mastery learning and explicit teaching statergies at 0.57. I suspect you’re encouraging explicit teaching rather than DI programs.
Where as inquiry and cooperative learning are at 0.4.
Non germane cognitive load eg what font do I need to use. The new version of bubble writing. Even who is going to do what. Oh that persons job is to watch the others do the work and therefore the learning?
Enquiry learning, hard pass, On the research front.
EEF haven’t ranked it.
Remembering that a DI style approach is highly interactive. Ensures that all students come along the journey. Ensures that everyone is thinking hard. Ensures that attention is in the right place for learning to happen.
Enquiry does none of this, it introduces cognitive load in a variety of ways
Disagree for children in schools. They would move into the gradual release phase of direct instruction. Really true enquiry is going to be when beyond novice, beyond simple automaticity.
Stick with direct instruction approach but move into the gradual release phase.
Stick with what works.
@cipher-challenge.bsky.social is it possible to filter the leaderboard by region?
£25.20 with 9 division calculations around it (from 2 to 10)
A great total to have if you want to split a bill evenly in a restaurant.
A pictures worth a 1000 words, right? But when words and pictures pull in different directions, learning falls apart. My latest piece looks at where dual coding goes wrong and how to make visuals actually help students think. open.substack.com/pub/daviddid...
Copy of the book cover for the Maths and Dyscalculia Assessment
Recently I was given access to a great new tool for identifying & supporting dyscalculia & other maths difficulties. Created by Rob Jennings, co-founder of the @dyscalculianetwork.bsky.social, & Jane Emerson, founder of Emerson House.
Read about it: educatingmrmattock.blogspot.com/2025/10/new-...
AQA - now in partnership with Dr Frost Maths.
We’ve teamed up with Dr Frost Maths, the award-winning online platform for students up to age 18, to make AQA exam preparation simpler and more effective.
Discover your new maths tools: https://ow.ly/1lge50Xihim
Have you seen the ones from @mathswhiteboard.bsky.social where you can create your own pixel art?
On half term for this and next week, but please have a look at the back catalogue of my language in maths blogs, and let me know what you want to see next term!
@atulrana.bsky.social be interested to know what you think of this one?
And it would probably help if I shared it with a link.
open.substack.com/pub/fantasti...
Yesterday I posted about the trouble with the language around addition and subtraction. Offering my thoughts around the impact of the grammatical structure.
@cipher-challenge.bsky.social very excited to have 3 teams in the first time we are ever taking part in the national cipher challenge!
We’ve got one more week!
I’m writing about my own journey here: substack.com/@fantasticma...
Are you planning to introduce some degree of direct/ explicit instruction with example problem pairs and fluency practise.
Are you going to go down a conceptual/visible approach like @mrmattock.bsky.social or more of a Kris Boulton style of approach.
Once you’ve decided what you think the research says mastery is or isn’t. Then you need to consider the pedagogical approach that will take you towards that journey.
These pedagogical approaches can probably be introduced in the interim as they will have their own gains.
First you need to try and decipher what you think mastery is. There is an EEF guidance document. educationendowmentfoundation.org.uk/education-ev...
Confusingly I think @markmccourt.bsky.social book would be more likely to describe mastery learning that teaching for mastery on the EEF definitions.
