The Power of Stories

By Michael Walsh, 4th May 2021

Stories have special powers. While most of humanity learnt to read and write in recent history – only 12% of the people in the world could read and write in 1820 – narratives have been central to human life for thousands of years. Cave paintings from 30,000 years ago appear to depict scenes that were […]

Read more

A tribute to Professor David Johnson (26th March, 1936 – 17th March, 2020)

By Margaret L. Brown, Emeritus Professor of Mathematics Education, King’s College London, 28th March 2021

Professor David C. Johnson was a pioneer in many aspects of mathematics education and computer education, first in the United States and later in the United Kingdom. He combined rigorous educational research with equally rigorous development of the curriculum, of high quality teaching resources and of teacher professional development, aiming to provide all students with […]

Read more

Professional learning during the pandemic: lessons from Wales

By Richard Lashley, Education Adviser, Camarthenshire County Council and Helen Lewis, Senior Lecturer in Education, Swansea University, 15th March 2021

This blog explores our experiences of providing Let’s Think professional development to a group of primary and secondary teachers in South Wales. This project originally arose in the light of significant developments within the education system in Wales. In 2022 a new curriculum will be launched. Overarching this curriculum is a vision that has four […]

Read more

Let’s Think online? A conversation with Myfanwy Edwards

By Leah Crawford, 10th February 2021

Let’s Think is a classroom intervention whose powerful ticking engine lies in the social construction of understanding.  The safe, meaning making community that we work so hard to develop over time, is built on carefully mediated dialogic exchanges.  Yet we know there are dimensions of communication beyond the words spoken: body language, eye-contact, tones of […]

Read more

What is it about CASE that engages pupils quite so well…?

By David Bailey, 25th January 2021

One thing that has always intrigued me about the Cognitive Acceleration in Science Education (CASE) is its uncanny ability to take even the most challenging, persistent non-engaged pupils and help them become deeply involved with science. The second thing that never ceases to amaze me is the transferability of the approach to other teachers, who […]

Read more

Knowledge claims, questions and how to avoid egocentric inferences 

By Alex Black, 4th January 2021

Recently whilst creating a bridging lesson about correlation and probability, I came across two knowledge claims which I believe have led to much confusion. The first claim was made on October 27th when Imperial College London produced a preprint of one aspect of their REACT study. “COVID-19: Public immunity “waning quite rapidly”  Some 365,104 adults […]

Read more

A Piagetian tool to support the development of teaching

By Alan Edmiston, 8th December 2020

Although Piaget did most of his testing on his own children, and indeed those of other Professors in Geneva, I do think his work has something to offer those in the mathematics classroom today. In this article I will give an example of how his ideas supported a colleague and I to make some important […]

Read more

Using drawing to support bridging as part of Let’s Think

By Kate Davis, 17th November 2020

The return of all children to school after lockdown was never going to be easy. As practitioners, we worried that our children would have fallen behind academically. However, how could we begin to ‘fill their learning gaps’ when they might not even feel safe in school anymore? The challenges we faced in September were not […]

Read more

The future of maths is a lot brighter

By Sarah Seleznyov, 13th October 2020

I began working with Let’s Think Maths over 15 years ago.  It was a time when it was the norm to split children up by ability, through task differentiation five ways in primary schools and through setting in secondary school.  Procedural teaching was the main focus, with a weekly open-ended problem thrown in, often an […]

Read more

The value of uncertainty

By Martina Lecky, 28th September 2020

Whilst our experiences during lockdown, including the current restrictions, will depend on our personal and professional circumstances, the one commonality we all share is how we have had to cope with uncertainty on both a daily and long-term basis. As a natural scientist, I recall learning about Heisenburg’s Uncertainty Principle at university. Based on quantum […]

Read more