Tag: math education

Strategic Fluency: The Missing Middle

Written by Chris Hogbin on . Posted in Learn & Develop.

I once asked a student whether 3 was a factor of 48. He paused, thought for a while, then said: “Well, I know 8 × 6 is 48, so 6 is a factor of 48. And 3 is a factor of 6, so 3 must be a factor of 48.” He didn’t retrieve an answer. He built one — moving through known relationships, using factors, multiplication, division and structure to reason his way to a conclusion. That is strategic fluency: not flashy, not always fast, but powerful. If that number looks familiar, it should — it’s the same 48 from a piece a little while back, the one about all the ways a...

Continue reading

Picture of student pondering mathematics

When Answers Are Instant, Thinking Matters More

Written by Chris Hogbin on . Posted in Learn & Develop.

I once watched a student forget the formula for the area of a trapezoid. That could have been the end of the problem. They did not have the formula, so they did not have the answer. But instead of stopping, they began to rebuild the shape. They split it into pieces they understood — a rectangle, a triangle on one side, another triangle on the other — and used the areas they did know to work out the area they had forgotten. It was slower than remembering the formula, but far more interesting. That moment has stayed with me because it captures something important about mathematics....

Continue reading

A Classical Approach to Mathematics Needs Better Tools

Written by Chris Hogbin on . Posted in Learn & Develop.

There is a growing recognition within classical education that mathematics must be more than procedural competency and rote recall. Strong classical educators understand that the goal is not merely to produce students who can recite facts or execute algorithms, but students who can reason, discern structure, communicate clearly, and perceive the inherent order of mathematics itself. This is precisely where many modern mathematics resources fall short. Some programs pursue engagement while sacrificing rigor. Others pursue rigor while reducing mathematics to mechanical repetition. Many...

Continue reading

Recovering mathematics in classical education infographic comparing rote learning and classical mathematics

Recovering Mathematics in Classical Education

Written by Chris Hogbin on . Posted in Learn & Develop, Uncategorized.

There is a growing resurgence of interest in classical education. In many ways, this is unsurprising. Parents and educators alike are sensing that something has been lost in modern schooling: depth, order, wisdom, attentiveness, and the formation of the mind itself. Classical education offers an attractive corrective. It reminds us that education is not merely about producing efficient workers or successful test-takers, but about cultivating thoughtful, articulate, virtuous human beings capable of perceiving truth and reasoning well. Yet within this resurgence, particularly in mathematics,...

Continue reading

Image depicting how understanding numbers helps with their future pathway

Early Numeracy Skills Predict Future Achievement

Written by Chris Hogbin on . Posted in Learn & Develop, Uncategorized.

Why Strong Foundations in Core Number Operations Matter More Than We Realise When I first started teaching, I thought I understood early numeracy. I knew how to teach addition. I knew how to teach subtraction. I knew how to move students toward multiplication and division. I could spot who was “good at maths” and who was “struggling.” What I didn’t fully appreciate at the time was just how complex the development of early numeracy actually is — and how profoundly it predicts future achievement. The more I’ve learned over the years, the clearer this has become: Early maths...

Continue reading

Thinking, Big and Small: Why We Need Both in the Mathematics Classroom

Written by Chris Hogbin on . Posted in Guest Blog, Learn & Develop.

By James, Creator of Sembl In order for us humans to learn, we need to think. That part’s obvious. But here’s the kicker: have you ever considered what kind of thinking is actually happening in your classroom? Is it expansive and open-ended? Or narrow and precise? Let’s take a look at both ends of the spectrum—and why the sweet spot is having both. The Familiar Question Here’s a maths problem you’ve likely seen before: A gardener plants 24 flowers into 6 equal rows. How many flowers are in each row? Classic, right? Students calculate that 24 ÷ 6 = 4. One correct...

Continue reading

Effective math practice, and how to encourage it in your class.

Written by Chris Hogbin on . Posted in Learn & Develop.

In a traditional math classroom, students often work quietly through worksheets. They solve equations by memorization and repetition. While math is an essential part of the curriculum, this type of practice doesn’t always foster a deep understanding of the subject. Instead, it can lead to disengagement and frustration. The practice phase in particular, where students consolidate their skills, is crucial. If this phase isn’t engaging or meaningful, it can hinder learning. The question is: how can we make this phase more effective and enjoyable? The Disconnect: Why Math Feels Irrelevant A...

Continue reading

Connect with us

Whether you've got feedback to share, an idea's for new features and updates, or a question about Number Hive, we'd love to hear from you.

    Subscribe to newsletter*