# Planting seeds: trigonometry

At MathsConf 25, I spoke very briefly about trigonometry, amongst other things—such as pantographs, nomograms, and slide rules. Here I’ll share some of my thoughts on teaching trigonometry, which I’d been pondering for a while. What I found unhelpful In the past, I’ve often used applets like this one: A problem is that there’s a […]

# Surprise! Reflections on MathsConf23

Surprise! Reflections on MathsConf23 Based on the MathsConf23 session list, there were 32,400 different sets of workshop selections that delegates could have made. On top of this, each delegate is unique, carrying their own experiences and professional development aims. This means that it is quite possible for different people to attend the same conference and […]

# Evidence informing action: examples from outside teaching (Part 4)

Debates around evidence-informed teaching and attempts to convince others using evidence have led me to make several observations, four of which I share in this series of posts (click for the first, second, and third posts). This post focuses on my fourth and final observation: Observation 4: Focussing on [available] evidence to our inform actions […]

# Evidence informing action: examples from outside teaching (Part 3)

Debates around evidence-informed teaching and attempts to convince others using evidence have led me to make several observations, four of which I share in this series of posts. In my first post, I suggested that the bit of evidence you find most compelling might not be the bit someone else finds most compelling. In my […]

# Let’s talk about methods (Part 1)

This is the first of a series of posts inspired by Jo Morgan’s rallying call to talk about methods. In this post, I’ll: say a few words about Jo’s wonderful book, A Compendium of Mathematical Methods; consider why I sometimes don’t teach the methods I like using; and share a method that’s not in the […]

# Evidence informing action: examples from outside teaching (Part 2)

Debates around evidence-informed teaching and attempts to convince others using evidence have led me to make several observations, four of which I share in this series of posts. In my first post, I suggested that the bit of evidence you find most compelling might not be the bit someone else finds most compelling. This post […]

# Evidence informing action: examples from outside teaching (Part 1)

Debates around evidence-informed teaching and attempts to convince others using evidence often remind me of various episodes in my life outside teaching. In this series of posts, rather than focusing on the specifics of evidence-informed teaching, I make four observations about evidence being used to influence actions in non-teaching contexts. I think these observations remain […]