Often, the most difficult step in starting a business is the second step: perhaps growing it from keeping a few chickens to expanding into a poultry farm, to becoming a country-wide supplier. READ MORE
Expensive Bundle of Joy
DO YOU AGREE?
Ben has two young children and is considering a mortgage with a deposit of £160,000.
Ben, gloomily, “It’s a big investment.”
Me, “A baby costs more. The Daily Telegraph says a child costs £227,000 to rear, if it doesn’t go to uni.”
Ben, still gloomy, “Trouble is, you can’t sell the baby.”
“Why Don’t You Look Where I’m Going?”
Maybe city cyclists need to pass a highway code test, pay for a road license and display their number on the back of their bike – ready for CCTV cameras to record any breath-taking, law-breaking stupidity, and save NHS bills for themselves and their victims.
By Susan Miller
The look of joy on a teenager’s face – often after being told they are useless at maths and don’t pay enough attention in class – when after a couple of hours of efficient teaching it dawns on them that they can do maths is “priceless”.
“SSSSh! Maths is a Feminist Issue…”
A step by step guide to speaking maths
For fourteen years I have talked to many mathematicians, and – speaking as a professional interviewer – sometimes I have found that very difficult.
Recently, I blurted this out to a revered mathematician and – to my surprise – he understood what I meant. And this is what he told me.
1. Mathematicians can be very IMPATIENT people.
2. A good mathematician is not necessarily a good teacher. However, a good teacher can learn – relatively quickly – to teach up to and including Key 3 maths.
3. When talking to each other, mathematicians have no communication problems, but they can have difficulty when talking to a student because what is then needed is a restrictive language with a smaller vocabulary, for each age and ability.
Imagine a staircase, said my friendly mathematician. At the top of the staircase two maths teachers, Pat and Alex, are happily chatting to each other about maths.
On the bottom step stands a five-year-old. On the second step stands a
six-year-old, and so on. The maths teachers cannot easily adjust their communication level about maths to either of them… or a ten-year-old or a fourteen-year-old.
But a good maths teacher needs to be able to communicate well about maths on every level of the staircase.