Katherin Cartwright is a passionate mathematics educator and is currently a sessional lecturer and tutor at The University of Sydney teaching mathematics to pre-service teachers in primary education.

How do we get students talking about their mathematical thinking? This is a common question that classroom teachers ponder when reflecting on mathematics lessons. Reasoning in mathematics is also a current theme within mathematics education research; proportional reasoning, mathematical reasoning, spatial reasoning, algebraic reasoning and numerical reasoning, just to name a few. Two previous conferences…

This blog is a snapshot of some of the paper presentations and key notes I attended during the MERGA42 conference in Perth.

In light of last week’s SMH article by Jordan Baker regarding private tutoring, I thought this would be a good opportunity to expand on some of the current thinking and discourse surrounding this topic. Being ‘for’ or ‘against’ tutoring is not the ultimate focus for this blog. In fact, as with many aspects of education, it…

We have slow TV, slow fashion and even slow food, but what about slow teaching?

In this week’s blog I’m reflection on the Mathematics Association of NSW (MANSW) Riverina Cluster conference that I attended in Wagga on Saturday.

In this week’s blog I’m reflecting on a webinar I attended last week “Digital Technologies: It’s not all about coding” hosted by the CSIRO and lead by Professor Tim Bell.

Our aim as teachers is to discover what students are able to do, what are the most efficient and flexible strategies they are using, and foster those skills.

A common concern that teachers often bring up is that their students solve number tasks mentally by ‘visualising’ the vertical algorithm. I’ve been asked a couple of times in the last month or so, How do I stop, or discourage my students from using a vertical algorithm?

Missed MANSW’s Primary And Middle years K-8 conference on Saturday? Here are some reflections of the day.

Sometimes the best way to get faster is to slow down. This is exactly what we as teachers should be doing to improve students’ mathematical fluency.