In this episode of Global Education, a high school student from Indonesia sat down with Teacher to give a snapshot of Mathematics education at their school.
In this Q&A, a secondary school Mathematics teacher from Shanghai sits down with Teacher to give a snapshot of Mathematics education at their school.
While low levels of physical activity among children and adolescents remain a concern in Australia, student engagement in the maths classroom also requires attention. One pilot program in New South Wales sought to tackle both issues simultaneously.
This year’s International Mathematical Modeling Challenge (IMMC) required students to measure and choose the ‘best hospital’. Here, Ross Turner explores how teams from Australia approached the task.
Prep teacher Sarah Ferguson has been working with Australian academics Dr Jill Cheeseman and Dr Andrea McDonough to explore young students’ perceptions of maths learning.
A new paper published in the Australian Journal of Education explores the reasons why many students, especially girls, choose not to study advanced mathematics in Australian secondary schools. Author Dr Helen Law joins Teacher to share her findings.
The Global Teacher Prize awards one exceptional teacher each year for their contribution as an educator. Here, we speak to top 50 finalist Sarah Mathews from Brisbane Bayside State College about improving numeracy abilities.
Why is it important to teach algorithmic thinking skills? Is algorithmic thinking the same as coding? Educators Greg Breese and David Shigrov answer these questions and more in today’s Q&A.
In today's article we speak to Global Teacher Prize top 10 finalist Eddie Woo about helping students overcome maths anxiety and seeing the connections between mathematics and their life outside of the classroom.
When building basic number fluency in children, strategy choice is the key to effective practice, according to Monash University’s Sarah Hopkins. In today’s article Hopkins shares findings from research to suggest what teachers can do to target children’s individual difficulties in developing basic number fluency.