Who doesn't love a good visual? ⚡️💪✊ #visual #PayUp #EnoughIsEnough #saveourschools #funding #edutwitter #bristol Kevin Courtney

Really enjoyed this before being back in the classroom tomorrow! A great distraction from the ‘can I remember how to teach?!’ panic and a welcome reminder about some key philosophies that can get lost when things get busy

🏅COMPETITION🏅 We’re giving away one free ticket to our upcoming course Marvellous Maths 3. mathscpd.weebly.com We have loads of wonderful teachers coming for a full day of CPD - you (or a nominated colleague) can join them at a venue of your choice. Retweet to enter! 👍

Was recommend this in April and bought it immediately, but have only just got round to reading. I wished I’d picked it up sooner!

Attempting to help year 7 make connections between factors, prime factors, and then product of prime factors.

I've worked with 1000s of great teachers and leaders—the most effective tend to routinely 'think upstream'. Here's what it is and how to do it: ↓

Help settle a maths office debate! Mark scheme gives one mark for ‘a linear expression’ and also states ‘allow 5 x b’. Is this unconventional or incorrect? How many marks would you award?

*** NEW *** Understanding how the brain works can transform how school students learn maths theconversation.com/understanding-… via The Conversation Loughborough Department of Mathematics Education Centre for Mathematical Cognition Loughborough Science

My #MathsConf34 workshop choices: 1 - Simon Singh 2 - Adam Mercer 3 - @EdSouthall & Alison Hopper 4 - @Blatherwick_Sam 5 - JustMaths Just about feeling awake and ready to go!

🚨 New report on maths attainment and attitudes We're excited to share our first report into maths education in England. It includes detailed polling into the public's attitudes around maths, to understand how these are shaping our children's attainment. We found:

Already watched ep1 and found it fascinating - almost find myself wishing I was a student in these classrooms! I really like the idea that shouldn’t be trying to copy and paste, but reflecting on our own context and always be striving to improve our practice.

Tried using ChatGPT to generate a quick poster of examples and non-examples of parallelograms… I asked for all the non-examples to also be quadrilaterals, and for there to be no text… Attempt two is my personal favourite!

Really enjoying using the Loughborough Department of Mathematics Education LUMEN Lengths and Area unit with Y7 this term. Using two triangles to find the area of a trapezium has been an eye opener for me - my students love it and I’m not sure I can convinced them a ‘simplified’ formula is better!