Filed under maths

Misconceptions

There seems to be a lack of understanding about GCSE attainment and their FFTD targets. 77% of pupils gaining A*-C sounds great this year versus 70% last year. However, our FFTD was 82% for this year and 72% for last year. We gloss over this last part to make ourselves appear more successful this year. … Continue reading

SKU – uniquely biased towards understanding

SKU – uniquely biased towards understanding

Depending on your particular take, SKU might refer to ‘stock keeping unit’, the unique identifier enabling tracking of an item for stock-taking purposes; or if you are an educator trained towards the end of the National Curriculum it might mean skills, knowledge and understanding. Of course, you might just be dreadful at spelling or good … Continue reading

Nanomath – Proof

Nanomath – Proof

Bite-size chunks of incredibly important mathematics Proof Some basics: If n is an integer, consecutive integers could be either side i.e. n-1, n, n+1, n+2 etc. Regardless of whether n is even or odd, 2n will be even, and 2n-1, and 2n+1 will be odd  Multiples of 2, 3 and 5 are written 2n, 3n, 5n respectively … Continue reading