Enjoy Maths

Another quirky mathematical fact relating to this year involves the number 45, the square root of 2025. This is a Kaprekar Number. Named after the Indian mathematician D. R. Kaprekar, this is a special type of number, that, when squared, gives an answer that can be split into two parts that add up to the original number:
• 45² = 2025
• Split 2025 into two parts: 20 and 25
• Add the parts: 20 + 25 = 45
The sum of the parts equals the original number, so 45 is a Kaprekar number.

2025: A Square Year
A square year is one where the year's number is a perfect square. 2025 is 45². The last square year was 1936 (44²) and the next will not occur until 2116 (46²). Square numbers have a special place in mathematics due to their symmetrical properties and their frequent appearance in various mathematical contexts.

2025 is shaping up to be an interesting year numerically, with a variety of quirky and fascinating mathematical dates to celebrate. One of the highlights, which happened on 5th May, is Square Root Day. This date is special because it forms a perfect square root: 5/5/25 (√25 = 5). The last was 4/4/16 and the next will be 6/6/36. This is a rare event, with only a few Square Root Days each century.

Happy !
Research suggests that students’ perceptions of their mathematical ability can have a significant impact on their future engagement and success. When we reinforce the message that maths ability is not fixed but can grow with effort, we encourage children to persevere and ultimately achieve. Challenging the view that maths is boring, is essential and events that celebrate the subject highlight that it can be both engaging and collaborative.

7 times 13 is 28 | 13×7=28 | Abbott and Costello 7 times 13 is 2813×7=28 Abbott and Costello.This video is just for bringing a smile on your face! 🤗Video lectures coming from next week.Stay tuned.Keep Shar...

According to the Oracy Commission, we need to talk about maths. Here are some of my key reasons to promote quality talk in maths:

· Talk supports learning and enhances understanding. By articulating processes, explaining ideas, asking questions and making connections, children will cement and deepen their understanding.

· Listening to others is equally important. By listening to maths talk, children will need consider whether they agree and perhaps be introduced to concepts in a different way.

· Seeing things from another perspective and realising the same conclusion can be reached in different ways is an important concept for children to understand. It reaches far beyond mathematics.

· Disagreements that occur will provide opportunities to extend learning and crucially, any misconceptions are likely to be exposed and addressed.

· All talk encourages the development of communication skills, but maths talk encourages the use of precise and technical vocabulary. This will improve the ability of the children to communicate complex ideas clearly.

· Mathematical talk leads to collaboration. Research shows there is great benefit to working with others to solve problems, sharing ideas and building on the suggestions of others. This increases engagement and motivation.

· Talk boosts confidence. Sharing ideas helps children feel more confident in their abilities and can reduce the fear of making mistakes; Trying out answers on each other and working together, reduces anxiety and encourages a growth mindset.

· Maths talk encourages children to pose and solve problems. This process applies to many aspects of life. Making sense of problems is a life skill.

· It promotes critical thinking. When children are required to justify their reasoning and make sense of the ideas of others, they learn to evaluate different approaches and viewpoints. This is essential to developing critical thinking skills.

We need to talk (about maths) The Oracy Commission Report’s recommendations and how this could impact on maths teaching and learning

What is fluency and why is it so important?

The National Centre for Excellence in the Teaching of Mathematics (NCETM) includes fluency as one of their 5 big ideas for teaching mathematics. They describe it as:

• knowing key mathematical facts
• thinking flexibly
• making connections

A valued colleague of mine always said, ‘Don’t practise until you get it right. Practise until you can’t get it wrong.’ To me, this sums up the first point. Rapid recall of key facts like times tables allow children to work efficiently and accurately and means the brain can focus on new learning.

Fluency is fundamental if children are to think mathematically. Embedded facts and familiarity with patterns and concepts will allow them to apply these, even in unfamiliar situations. If they can make connections, even when they meet new learning, they will have a sense of where to start as there are familiar elements they can draw on.

Perhaps most importantly, fluency brings confidence and, as Helen Granger (NCETM Assistant Director for Secondary) states, ‘empowers students to handle maths.’

If children are finding it tricky to recall facts, tutoring can help. Regular, targeted sessions will assist in embedding facts, developing fluency and reducing cognitive load.