Category Archives: Shape and Measures

Introduction to Fractal Geometry

At University, I did a full mathematics degree which covered around 36 modules – that’s quite a lot of maths! The weird thing about my degree (which is probably the case with most mathematics degrees?), is that most of the stuff we … Continue reading

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Introducing Trigonometry – taking a “digital leaf” out of Fawn Nguyen’s book

If you had to pick the most frustrating part of your Secondary School Maths education, what would it be? For me, it is hands down the trigonometric ratios. You can probably guess how it was taught. The teacher simple wrote SOH CAH TOA on the board, gave … Continue reading

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Stretching Gifted Students with an Extension of Euler’s Polyhedra Formula

Anyone who knows anything about Mathematics knows Euler’s Formula connecting the number of faces (F), edges (E) and vertices (V) of polyhedra. F – E + V = 2  (A cube for example has 6 faces, 12 edges and 8 … Continue reading

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Understanding Pi: How do you explain what pi is to a student?

I made a video recently in an attempt to explain what pi is to a student who lives in a different Country. If anyone has a better way to explain it or can give feedback on how I can improve my explanation then … Continue reading

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Improved Applet for the Cross Sectional Area of a Prism

The possibilities simply are endless for Geogebra. Imagine a file that would ‘perfectly’ demonstrate a concept or improve student understanding and learn/figure out the skills to make it. That’s been my goal with Geogebra over the last 3 months and that’s … Continue reading

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Flipped Classroom: Circle Theorems and Common Misconceptions

I used to struggle teaching circle theorems when I started teaching. Thinking about it, it’s probably because I didn’t understand the common misconceptions students have with them. I can actually remember the first time I taught it. I’m pretty sure that I … Continue reading

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Do we need to teach the Pythagoras Theorem?

On David Wee’s blog, 21st Century Educator, he recently reflected on whether we need to teach the Pythagoras Theorem. He argued that while there is good reason to teach an abstract idea, in most real life circumstances, we would just measure the missing side of a … Continue reading

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