Will Mac
@MrMac_Math
Maths teacher. MEd. Studying Ed Doctorate in Mathematical cognition. 👨🏫 Resource developer @AddvanceMaths ➕http://www.addvancemaths.com
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As we get ready for a new school year, I hope @AddvanceMaths can support your students. We 100s of free resources to help students revise. 😊👍
Welcome to Addvance Maths, here is a thread of all our resources for revision and teaching 😊
Interested in learning more about the cognitive science behind conceptual understanding? Check this out 👇
Conceptual Understanding explained! In this video I discuss the research about the nature of conceptual understanding in maths classrooms, as well as practical strategies to improve deep understanding of content. Hope it helps! youtube.com/watch?v=UuHa_O…
youtube.com
YouTube
Conceptual Understanding! How to teach for understanding? ➕😊🤔
MathsPad is quickly becoming my favourite resource developer 🤩 Their booklets are spectacular. mathspad.co.uk
Biggest red flag buzz word in education? I’ll start: innovation
Respectfully I disagree with everything you said. Deep conceptual knowledge is best built from: Worked examples Questioning Scaffolding Independent silent practice Building up to transfer problems It’s a myth that discovery leads to meaningful learning.
One of the most glaring barriers to children’s success isn’t lack of instruction it’s lack of practice. Don’t practice until students can do it, practice until not doing it becomes impossible.
Sounds like England’s current leadership has been attending way too many American education conferences.
We’re updating what children learn at school so they’re ready for the modern world. That means strong foundations, plus new skills like spotting fake news online and understanding money, and access to arts and sport. Find out more. 👇
“They will also be taught how to spot fake news and disinformation, including AI-generated content, following the first review of what is taught in schools in over a decade.” Is fake news spotting a domain general skill? I suspect not. @P_A_Kirschner bbc.co.uk/news/articles/…
Made this atrocity for a staff CPD session. Any guesses what the focus is?
Reposting to share Rosie’s insights in this helpful thread. 👍
Perpetuating neuromyths is profoundly inequitable.
Quadratic Inequalities Exam Questions! New resource for Addvance Maths for GCSE maths. Complete scaffolded questions for the entire topic. Download the free PDF here: addvancemaths.com/revision/quadr…
Why are we alarmed when "52% of teens say what they learn in school has zero connection to real life?" Are teenagers experts on "real life?" It seems just a thing we say to justify incoherent "student centered" education.
Blog post for Friday 24th October 2025 Education researchers publish obviously false claims about internal exclusion. Part 1 open.substack.com/pub/andrewold/…
Independent silent practice also leads to sense making. Self explanations. Variation theory. Sense making, conceptual understanding and deep thinking are best achieved through direct instruction. youtu.be/UuHa_OVmf1E
youtube.com
YouTube
Conceptual Understanding! How to teach for understanding? ➕😊🤔
Give me an example of a student who spent 10 minutes discovering something, and I’ll tell you how it could have been done in 5 by direct instruction with less risks of misconceptions.
things students discover for themselves may well be better remembered than what they are taught #iTeachMath
Well worth a listen.
After many years of interactions here on X, it was a pleasure to finally chat with @gorge_lilley about Hattie's work, the Science of Learning, tribalism, and more. The ThoughtStretchers Podcast: A Critical Look at Educational Research wegrowteachers.com/thoughtstretch… via @ThoughtStretchr
Enjoyed reading this paragraph. On point description of tedious edu-babble.
This description of the Irish Curriculum spec for the English LC by @finn_mcredmond is a perfect example of the vacuousness of many curricula. Typical of what we often see when curriculum developers are afraid to specify actual content and scared of setting high expectations.
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