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The article explains philosophy of mathematics within mathematics education. It presents quotations to engage students in philosophical discussion and outlines philosophical ideas about mathematics, as well as students thoughts about absolutism, mathematics as a language and mathematics' dependence on logic. It discusses the relevance of philosophy to fostering personal creativity, mathematical skills development and increasing motivation for learning mathematics.

The article explores the role of teaching mathematics in modelling and communicating global issues such as climate change, as well as the responsibility of mathematics teachers in giving their students the skills to be aware of uses and misuses of climate change resources. Reflections of teachers in adapting resources are outlined on topics including carbon storage graphs, pre-planned mathematics focused on climate change, global deforestation, carbon production and carbon offsetting.

The article shares reflections about activities that offer opportunities for teachers to develop epistemic empathy. The base 7 and T-numeration activities are described which allow teachers to construct, communicate and critique knowledge about ideas related to number sense. It discusses the critique of knowledge experienced by teachers as a result of an investigation into an unfamiliar topic in mathematics and its implication for teacher education.

The article presents the discussion on teachers of mathematics learning from the experiences of British Sign Language interpreters supporting hard of hearing (HoH) and deaf learners. Topics include BSL interpreters appointed for the workshop planning to sign the mathematical activities; and process including tools of the body as well as material and semiotic artefacts.

The article presents the discussion on role in education not working mathematically developing the mathematician within students concurrently with addressing the mathematics curriculum.

The article presents the discussion on testing across compulsory education having negative impacts upon children's mathematics education. Topics include encapsulating twelve years of compulsory mathematics education using three examination papers over the course of a few weeks in May/June; and examination question being used for assessing students' engagement with relationships and the interconnectedness of mathematics.

An interview with musician Tony Wright is presented. Wright shares insight on the significance of agreeing on something to learning everyday mathematics and to day-to-day life. He also talks about the relevance of maths to working on printing, as well as to the formula for dry stone walling, building a coffee shop and his interest in physics.

A personal narrative is presented which explores the authors experience of learning mathematics playfully combining play and guidance.

The article presents the discussion on rightful presence for all learners in mathematics classrooms. Topics include rightful presence being a way of exploring the power dynamics typically presenting in mathematics classrooms; evoking rightful presence principles of solidarity, sharing burden, immediacy, and reauthouring rights signalling parenthetically throughout.

The article focuses on the connection between teaching mathematics and global challenges and issues. It highlights mathematics task designed by the authors during their Postgraduate Certificate of Education (PGCE) course at the University of Bristol on teaching mathematics. It also offers suggestions given teachers on how to deal with global challenges, as of April 2021.

The article present an interview with Adam Power, a nurse. Topics discussed include the relationship between nursing and mathematics; the use of mathematics in nursing; calculations for administering intravenous drugs; the role of numbers inpatient monitoring; and also mentions about the integration of quantitative and qualitative data in nursing assessments.

An interview with author of Mathematics Francis Su is presented. When asked about her interest in mathematics, he writes science fiction stories for fun as a kid and I enjoyed doing that and he also got interested in song writing. when he asked about yourself, he said it all depends on the context I suppose.

The article discusses Islamic geometrical patterns for the teaching of mathematics of symmetry. Topics include mathematicians, the artists and artisans in the Islamic civilization produced a large body of symmetric geometrical patterns; Islamic patterns may of course be enjoyed purely as decorations; and in particular they can be valuable in the teaching of geometry to school children and provide a visual gateway for the teaching of abstract notions of Group Theory at the university level.

The article reflects on cognitive load theory (CLT). Topics include The current dominance of CLT influence in policy and advice about mathematics teaching is in danger of limiting what is meant by ‘learning mathematics' to ‘what can be learnt by micro-managing classroom activity to what is shown to be effective for a limited range of mathematical knowledge and skill; and Crude applications of cognitive science reduce the scope of mathematics in schools.

The article reflects on Children's interactive exhibitions. Topics include the recognition of the need for practical, hands-on experience in learning mathematics is not new, Johann Pestalozzi (1801) argued that learning followed from hand to heart to head; Knowledge is gained by first providing motivating mathematical work for the hands; and Jerome Bruner said that understanding develops from the enactive to the iconic and thence to the symbolic and approach to teaching should reflect this.

The article discusses a social media tweet which highlights the connection between mathematics and war.

An interview with architect Stefanie Stead is presented. She talks about her relationship with mathematics. She discusses the perception by some people that mathematics is not for them to focus. She talks about how mathematics can be useful in real life. She cites some things in math that her son should learn in school.

The article provide ideas and suggestions for using Polydron, which is a type of interlocking polygon, in teaching mathematics in mobile maths labs and classrooms. It highlights the two varieties of Polydron, namely the solid Classic and open Frameworks versions, which come in four different colors. It provides schematic illustrations of various activities that can be done with Polydron, divided into the solid and open forms, and cites references for each activity.

The article discusses the interpretation of P in the concrete, pictorial and/abstract (CPA) approach, stating that anticipation of p-prims can help with the choices of pedagogical examples.

It feels timely to share the views of the first President of the ATM. His challenge to teachers of mathematics 60 years ago feels as relevant as ever.

The article talks about how multiplication is an important aspect of mathematics in England, as it is important for students to understand the use of algorithms.

This article captures a discussion between Danny Brown, Mike Ollerton and Mary Pardoe arising from #beingmathematical. [ABSTRACT FROM AUTHOR]

Figure 1a shows a time-line marked in equal intervals, to represent days and weeks. We can make this more concrete by placing ‘rods' along the line (see figure 1b). And we can label the rods (see figure 1c).Using these labels, we can construct equations of the type, 1W = 7D, 3W = 21D, and so on. [ABSTRACT FROM AUTHOR]

Observation lessons began in the early 1960s and seemed to be a purely ATM phenomenon. They became a regular feature of my work in professional development. [ABSTRACT FROM AUTHOR]

The article offers insight to a lecture given by the author on the mathematics of musical composition. It provides ideas of transformations such as translations, inversions and retrogression and the use of tone rows in composition. It also explore the conscious use of mathematical forms such as sets and groups, magic squares and even fractals in musical composition.

The author describes how he uses the book "Thinkers: Questioning to Promote Depth in the Primary Classroom" by Chris Bills, Liz Bills, John Mason and Anne Watson to teach mathematics in the classroom. He suggests the contexts of pointing toward generality and confounding expectations that could influence teachers' classroom practice with topics including even numbers, parallelogram, triangle and equation. An example is cited for providing children a conceptual understanding about fractions.

The authors share the joys of excitement of being a mathematics teacher and experiencing inclusion and working with mixed-attainment groups at Graygrigg CofE School in the North of England. They describe an approach to developing relationship with children sing a problem-solving, dialogic, framework underpinned with commitment to a mixed-attainment pedagogy. They discuss how children are made to think about writing equations such as multiplication to help them visualize mathematical concepts.

Excerpts from the 2023 Association of Teachers of Mathematics (ATM) calendar are presented.

The article discusses how thinking maps can develop mathematical thinking. Topics include introducing permutations, combinations and factorials to a Grade 5 class; the use of Cuisenaire rods made sense to the students because they paid attention to perceptible attributes and had very little to memorize; and the current speed of technological developments offers opportunities for harnessing a mathematics curriculum delivery that encourages and supports learning for understanding.

The article describes an activity program for high-school mathematics classes which asks students to make models of polyhedra.