Jay Timotheus
@jaytimotheus.bsky.social
Director of Mathematics for the Co-op Academies Trust. NCETM PD lead. Occasional author of musings on mathematics education.
Co-presenter on the MT talk podcast.
Co-presenter on the MT talk podcast.
July 15, 2025 at 8:56 PM
"Alternatively, with a more connected approach to learning, the more mathematics you learn the easier the subject gets... you have an increasing number of conceptual connections... ideas make more and more sense... and you have less and less to consciously remember." Colin Foster in MT295
March 16, 2025 at 11:49 AM
"Alternatively, with a more connected approach to learning, the more mathematics you learn the easier the subject gets... you have an increasing number of conceptual connections... ideas make more and more sense... and you have less and less to consciously remember." Colin Foster in MT295
Great opportunity to join the subject director team at Co-op Academies Trust. Work across a range of schools and make a genuine difference in the lives of thousands of young people.
Link: www.coopacademies.co.uk/page/?title=...
Link: www.coopacademies.co.uk/page/?title=...
February 21, 2025 at 12:49 PM
Great opportunity to join the subject director team at Co-op Academies Trust. Work across a range of schools and make a genuine difference in the lives of thousands of young people.
Link: www.coopacademies.co.uk/page/?title=...
Link: www.coopacademies.co.uk/page/?title=...
#MathsEdPoetry day 3 (well almost, I won't have time in the morning!)
The I-we-you structure in lessons can easily become an "I", then, "I-again-but-with-minimal-pupil-interaction", then, "Off-you-go-whether-you-understand-it-or-not" structure instead.
This is a pupil perspective.
The I-we-you structure in lessons can easily become an "I", then, "I-again-but-with-minimal-pupil-interaction", then, "Off-you-go-whether-you-understand-it-or-not" structure instead.
This is a pupil perspective.
November 17, 2024 at 10:31 PM
#MathsEdPoetry day 3 (well almost, I won't have time in the morning!)
The I-we-you structure in lessons can easily become an "I", then, "I-again-but-with-minimal-pupil-interaction", then, "Off-you-go-whether-you-understand-it-or-not" structure instead.
This is a pupil perspective.
The I-we-you structure in lessons can easily become an "I", then, "I-again-but-with-minimal-pupil-interaction", then, "Off-you-go-whether-you-understand-it-or-not" structure instead.
This is a pupil perspective.
#MathsEdPoetry day 2.
Both the @atmmathematics.bsky.social principle "the power to learn rests with the learner" and Daniel Willingham's phrase "learning is the residue of thought" point to the idea that learning is done by the learner. It is not something that can be done to them. From MT287.
Both the @atmmathematics.bsky.social principle "the power to learn rests with the learner" and Daniel Willingham's phrase "learning is the residue of thought" point to the idea that learning is done by the learner. It is not something that can be done to them. From MT287.
November 17, 2024 at 9:13 AM
#MathsEdPoetry day 2.
Both the @atmmathematics.bsky.social principle "the power to learn rests with the learner" and Daniel Willingham's phrase "learning is the residue of thought" point to the idea that learning is done by the learner. It is not something that can be done to them. From MT287.
Both the @atmmathematics.bsky.social principle "the power to learn rests with the learner" and Daniel Willingham's phrase "learning is the residue of thought" point to the idea that learning is done by the learner. It is not something that can be done to them. From MT287.
Re-posting some of my #MathsEdPoetry on here over the next few days. This is 'Think with me not for me'. First published in MT277 @atmmathematics.bsky.social
November 16, 2024 at 12:10 PM
Re-posting some of my #MathsEdPoetry on here over the next few days. This is 'Think with me not for me'. First published in MT277 @atmmathematics.bsky.social