Using Excel and R to simulate coin flipping by @CambridgeMaths

Previously, we discussed how macros in Excel can be used to create simulations for repeated

A picture speaks a thousand words by @CambridgeMaths

I love patterns, diagrams and pictures. Ask me to record information and it gets plastered

When does mean have meaning? via @CambridgeMaths

The humble arithmetic ‘mean’, a calculation that primary school students are expected to be able

What exactly is a curriculum? by @CambridgeMaths

If you have anything to do with education, you’re probably familiar with the term curriculum, along

Mathematics education Scandinavian style by @CambridgeMaths

Of course it’s very easy to think of all the countries of the Scandinavian peninsula

Seven questions with @p_glaister via @CambridgeMaths

Seven questions with… Paul Glaister, mathematics academic Paul is Professor of Mathematics and Mathematics Education

Mathematical moonshine and chicken nuggets by @CambridgeMaths

Have you ever heard of the Chicken Nuggets Theorem? What about the Ham Sandwich Theorem,

Mental imagery by @CambridgeMaths

People report that they use mental imagery to reason about a wide variety of problems.

Teaching sequences through coding by @CambridgeMaths

Teaching sequences through coding: The profile of coding in school has been raised over the

The Five-fold Path to Mathematical Wisdom via @CambridgeMaths

In an earlier post, we observed that mathematics is not simply defined by objects but

Imaginary Geometry - Kanizsa Figures by @CambridgeMaths

Intrigue and curiosity should be a part of everybody’s learning. One way to engage with

Ten things you might not know about the PISA tests via @CambridgeMaths

The yearly cycle of PISA results, with countries pitching their educational systems against each other,

Down on their luck by @CambridgeMaths

Are you feeling lucky today? Fancy trying your luck? Name a number between 1 and

Creating simulation resources to teach probability by @CambridgeMaths

We often introduce students to probability through an informal exploration of the number line from