Monthly Archives: June 2013

What’s the difference between remembering and memorising?

Memorisation is an active process.  Remembering is passive.  At least this is my inexpert claim; I would like to hear other people’s thoughts, based on what they’ve read. Ah distinctly I remember, it was in the bleak December… In this … Continue reading

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What does simplicity look like?

“Sir… before, I never used to understand area, but now I do.” Year 10 boy Simplicity is king.  The above phrase was uttered after I found a way to reduce something deceptively complex, into something very simple.  At the end … Continue reading

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What do the kids actually see?

 I’ll show you.  I’m going to remind you what it’s like to be a child in a classroom; a maths classroom especially, but to some extent the same will be true for other classrooms. To start, this is printed out … Continue reading

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Are We Slaves to Socrates?

  In the previous three posts I looked at a perceived over-obsession with ‘understanding,’ ‘thinking’ and questioning in modern education; not that any of these three things were not desirable, but that their obsessive and blinkered pursuit was perhaps not … Continue reading

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