Mathematical proficiency is often depicted as a tightly woven rope. I offer a few more metaphors to help visualise its complex, interdependent nature.

Wonder in Mathematics

02.10.2024

What does it mean to develop mathematical proficiency? – Wonder in Mathematics

I argue that teaching sequences for developing mathematical proficiency should be flexible. I also have a few comments about AERO's latest 'explainer'.

Wonder in Mathematics

18.09.2024

Pedagogical puritan or pragmatist? – Wonder in Mathematics

I wade into the pedagogical quagmire to ask a fundamental question: Where should educators stand in a divided landscape?

Wonder in Mathematics

11.09.2024

Thinking like a mathematician – Wonder in Mathematics

We continue our series inspired by Leone Burton’s research, exploring where and how mathematicians think, and offering valuable insights for educators.

Wonder in Mathematics

28.08.2024

Learning from the practices of mathematicians – Wonder in Mathematics

What can we learn from how mathematicians work, think, and feel? Our new series explores how they come to know mathematics and what it means for maths education.

Wonder in Mathematics

14.08.2024

Toward a curriculum of verbs – Wonder in Mathematics

More about the power of verbs and the image they convey of mathematics. Plus, an invitation to share your favourites!

Wonder in Mathematics

31.07.2024

A few insights from PISA 2022 – Wonder in Mathematics

What does PISA 2022 tell us about affective and environmental factors in learning mathematics? The answer may not surprise you.

Wonder in Mathematics

24.03.2024

A framework for productive dispositions – Wonder in Mathematics

I propose four dimensions for thinking about how to help students develop a productive disposition towards mathematics.

Wonder in Mathematics

10.03.2024

What does mathematical reasoning look like? – Wonder in Mathematics

What might happen if we focused on the verbs rather than the nouns of mathematics?

Wonder in Mathematics

21.07.2023

The shape of our mathematical beliefs – Wonder in Mathematics

How do our mathematical experiences shape our beliefs? And what are the implications for teaching and policy making?

Wonder in Mathematics

05.07.2023

Labels are for cans, not people – Wonder in Mathematics

Labelling teachers as out-of-field is complex. What really matters when it comes to out-of-field teaching?

Wonder in Mathematics

11.06.2023

Adversarial collaboration: the way to bridge the ‘great maths divide’? – Wonder in Mathematics

A way to move from opposing positions to a productive discussion.

Wonder in Mathematics

01.06.2023

Fruitful maths: exploring unit rates with kiwifruit – Wonder in Mathematics

Making best buys and unit rates a little more tasty.

Wonder in Mathematics

13.02.2023

Opening up tasks: the ‘what-if-not’ technique – Wonder in Mathematics

A demonstration of a technique to create 'new tasks from old', while keeping a clear focus on the mathematical ideas.

Wonder in Mathematics

01.02.2023

Rich tasks or tasks used richly? – Wonder in Mathematics

Having a common language for tasks matters, as does what we do with them.

Wonder in Mathematics

18.01.2023

Unpacking the mathematical demands of teaching – Wonder in Mathematics

Digging into another classic paper that articulates the different forms of knowledge required to teach mathematics.

Wonder in Mathematics

02.01.2023

What knowledge is required for teaching? – Wonder in Mathematics

A look at a classic paper that examines historical conceptions of knowledge for teaching, and identifies a key new type.

Wonder in Mathematics

04.12.2022

ABC Ockham’s Razor: Endnotes – Wonder in Mathematics

Listen to my recent radio episode on story telling in mathematics, and delve into the sources of inspiration for the talk.

Wonder in Mathematics

30.11.2022

Teacher noticing – Wonder in Mathematics

Teachers notice all the time. But what does noticing involve, and how do we improve?

Wonder in Mathematics

30.11.2022

A clarity of values – Wonder in Mathematics

A few thoughts on my core values and their connections with leadership.

Wonder in Mathematics

30.11.2022

Do they really know what I think they know? – Wonder in Mathematics

Does a correct answer mean that students understand?

Wonder in Mathematics

30.11.2022

#read2019: My year in books – Wonder in Mathematics

A recap of the books I read in 2019. Hopefully you'll find some inspiration.

Wonder in Mathematics

30.11.2022

Teaching through listening – Wonder in Mathematics

What does it mean to listen effectively to our students, and how might it shape our teaching?

Wonder in Mathematics

30.11.2022

Three looks at a WODB for numbers – Wonder in Mathematics

Motivating an exploration of numbers with a 'Which One Doesn't Belong?' prompt.

Wonder in Mathematics

30.11.2022

Australian mathematics education and Indigenous peoples [an essay] – Wonder in Mathematics

Sharing my learnings of Indigenous STEM knowledges in Australia.

Wonder in Mathematics

30.11.2022

The power of mathematical stories – Wonder in Mathematics

What stories enrich mathematics for you?

Wonder in Mathematics

30.11.2022

Connecting SET with geometry – Wonder in Mathematics

A walk-through of my workshop that connects geometry to the Game of SET.

Wonder in Mathematics

30.11.2022

Debating maths: Chris Luzniak’s new book – Wonder in Mathematics

Transform the discussions in your maths classroom with ideas from Chris Luzniak's new book.

Wonder in Mathematics

30.11.2022

What do we mean by ‘problem solving’? – Wonder in Mathematics

What do we mean by problem solving, and how might it influence how we teach mathematics?

Wonder in Mathematics

30.11.2022

A linear relationships ‘menu’ – Wonder in Mathematics

A task format to elicit strategic thinking, emphasise understanding and encourage discussion.

home›Wonder in Mathematics›Science

Wonder in Mathematics - Science

Escaping the twin traps of ambiguity and certainty – Wonder in Mathematics

More metaphors for mathematical proficiency – Wonder in Mathematics

What does it mean to develop mathematical proficiency? – Wonder in Mathematics

Pedagogical puritan or pragmatist? – Wonder in Mathematics

Thinking like a mathematician – Wonder in Mathematics

Learning from the practices of mathematicians – Wonder in Mathematics

Toward a curriculum of verbs – Wonder in Mathematics

A few insights from PISA 2022 – Wonder in Mathematics

A framework for productive dispositions – Wonder in Mathematics

What does mathematical reasoning look like? – Wonder in Mathematics

The shape of our mathematical beliefs – Wonder in Mathematics

Labels are for cans, not people – Wonder in Mathematics

Adversarial collaboration: the way to bridge the ‘great maths divide’? – Wonder in Mathematics

Fruitful maths: exploring unit rates with kiwifruit – Wonder in Mathematics

Opening up tasks: the ‘what-if-not’ technique – Wonder in Mathematics

Rich tasks or tasks used richly? – Wonder in Mathematics

Unpacking the mathematical demands of teaching – Wonder in Mathematics

What knowledge is required for teaching? – Wonder in Mathematics

ABC Ockham’s Razor: Endnotes – Wonder in Mathematics

Teacher noticing – Wonder in Mathematics

A clarity of values – Wonder in Mathematics

Do they really know what I think they know? – Wonder in Mathematics

#read2019: My year in books – Wonder in Mathematics

Teaching through listening – Wonder in Mathematics

Three looks at a WODB for numbers – Wonder in Mathematics

Australian mathematics education and Indigenous peoples [an essay] – Wonder in Mathematics

The power of mathematical stories – Wonder in Mathematics

Connecting SET with geometry – Wonder in Mathematics

Debating maths: Chris Luzniak’s new book – Wonder in Mathematics

What do we mean by ‘problem solving’? – Wonder in Mathematics

A linear relationships ‘menu’ – Wonder in Mathematics

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