Bernie Westacott

Had great fun playing with this logic puzzle from International Singapore Maths Competition ISMC Primary 3 (same age as UK Y4 pupils) then getting @claudeai.bsky.social
to solve it, and then worked with @claudeai.bsky.social
app to develop a logic grid I can use with pupils.

The democratisation of resource creation How AI has changed the game, and why it is a good thing

eedi.substack.com/p/the-democr...

Yes, that’s where I found out about it. The first few I did were simple number apps for young pupils at school: visual version then abstract version. TAs and support teachers can then use them at school, but we are also checking out safety and legal side of sharing with parents and pupils.

I’m going to produce an updated version tomorrow. That was just a first effort to sort out routines and bugs.

Changed name/link on hosting site cancel-binomial-factors.netlify.app

Here is a link to the cancelling binomials app I made with
the ClaudeAI app. There are 4 levels. Pupils can skip questions and/or select to see a full solution. deluxe-maamoul-0d0efe.netlify.app

A ChatGPT query gives:

Decades of writing school reports hammered that one into my head a long time ago: ‘…needs to practise…’ but ‘needs to do some practice…’Also, having to stick to a school ‘house style’ and agreed spellings of certain words such as ‘focusses’ v ‘focuses’ etc. and the changes over decades with fashion.

Cancelling algebraic factors one took about 15-20 minutes because I kept upping the levels until I got to where I wanted it to be. I am using the free version and it seems to do the job. Would have taken me weeks to write the code and debug it back in the day!!

Hi. Simple ones take 5 minutes or so. I tell it what I want then answer its questions. The Rekenrek one took several attempts because different bugs kept messing up various aspects before it tore it up, started again and came up with working version.

I'd never get through doing both the Times and Telegraph cryptic crosswords everyday if I didn't know things like that.

Thanks for the grammar lesson. I know this, but despite my best efforts, being HUGELY dyslexic, I sometimes still screw up the spelling.👍

From Inside the Classroom: What Happens When Early Math Looks Like Play - DREME Many preschool teachers are intimidated by early math instruction. Researchers from the DREME Network set out to explore a more welcoming approach.

'What Happens When Early Math Looks Like Play' New blog and resources from DREME Maths

dreme.stanford.edu/news/what-ha...

preschoolmath.stanford.edu/center-time/

preschoolmath.stanford.edu/mathmoments/

Have now updated that to include non-monic quadratics and also mixed in with difference of 2 squares.

Have updated app so that pupil enters solutions in vinculum format rather than / format. Also have added levels to include simple cancelling of common binomial factors, factorising monic quadratics and difference of 2 squares before cancelling. Will add in combined cases later.

Just wrote an app using @claudeai.bsky.social to help pupils who need more practise cancelling common binomial factors, including examples that require pupils to recognise and factorise the difference of 2 squares. Impressed by the step-by-step explanation given by the app.

Used ClaudeAI today to write some practice apps to help our younger pupils consolidate number facts. Both have a starter app, with visual support/representation, followed by an abstract version with no visual.

Two free tools for teachers Sounds cocky, but I am proud of these...

More new kit from the amazing Craig Barton. Two free tools for teachers open.substack.com/pub/tipsfort...

This Graph Explorer app took around 5 minutes to produce using Claude.

Took me about 5 minutes to get this first effort up and running. Now need to tweak it.

The democratisation of resource creation How AI has changed the game, and why it is a good thing

Interesting article from @mrbartonmaths on creating your own maths resources. There goes my next few weeks of free time🤣 eedi.substack.com/p/the-democr...

Looks like many of my sessions, Darren!

Totally agree with you on that - something I consistently do with my intervention groups and individuals who need more exposure and time - and also in some areas with my maths competition groups to ensure deep understanding.

Link to full video youtu.be/1qlZOYJX_Qk
Concreteness Fading is vital so that the pupils are able to work in the Abstract - the manipulatives are NOT how pupils finally 'do the maths'.

The CRA Sweet Spot YouTube video by Bernie Westacott Maths

ConcretePictorialAbstract (CPA or CRA) is not a linear progression. Pupils need to be interlinking the three aspects. Here is a very short snippet from Christina Tondevold @buildmathminds.bsky.social (link to full video 👇) youtu.be/2Q_7WVB-eb0?... Concreteness Fading is important as well👇

Y2 add by regrouping – Polypad – Polypad Unleash your creativity with the world’s best virtual manipulatives!

Try for yourself polypad.org/BHxjxFqHHNYdw I also get pupils to tell me what to do, ask them what will come next and why.

Using apps such as Polypad from Amplify can help to bring published maths schemes to life. We can make processes in schemes into actions that children can do and talk about. In intervention sessions I can keep making further examples. Links to the boards can also be shared👇

Just noticed that one section had no answers - now fixed!

When I need some practice material for pupils then
@draustinmaths.com is so useful. Easy to find the appropriate resource as it is well-labelled/grouped - answers/solutions are given. Load it all up into a Zoom whiteboard and off we go. Huge 'Thank You' to Amanda @draustinmaths.com