The research mathematician and his A Level teacher

GCSE maths teachers will recognise the profile of the disengaged 15-year-old that understands maths easily but hasn’t the motivation to put in the work for a really good grade. This student will often drop maths post-16, or if they don’t, you might lose sight of them as they go to college or join another teacher’s A level group. If you have seen a few of these characters through your doors, you may be encouraged to hear this conversation between Douglas Coates, now a research mathematician at Université Paris Saclay, and his A level teacher, Tom Rainbow. Doug explains how maths came alive for him post-16, and what it was that inspired him. And he poses a great little maths problem (from John Mason) for you and your students to try!  Show notes Taking part in the discussion are: Tom Rainbow, Maths Education Support Specialist with the AMSP (Advanced Maths Support Programme) Douglas Coates, Research mathematician, Université Paris Saclay Gwen Tresidder, NCETM Communications Manager (introducing the discussion) Episode chapters 00:06 – Introduction and meet Tom 03:16 – How Doug came to take A level maths and what he has done since 07:23 – How differentiation brought maths alive for Doug 10:30 – Doug explains his hatred of memorisation and calculating, but love of thinking, logic and solving problems 11:27 – How important is ownership of the mathematical process? 11:50 – Can a textbook create the conditions for proper mathematical discussion and thinking? 12:30 – Tom muses about providing for students that want something more mechanistic 14:19 – Use of technology vs. written techniques 15:36 – Tom recounts teaching about a straight line crossing a circle 20:29 – Did A level maths prepare Doug well for his degree? 24:50 – Doug explains his research area – Ergodic theory 27:40 – Doug’s maths problem about a bicycle (originally from John Mason and published in the book ‘Thinking Mathematically’) Useful links Tom tweets as @CoreMathsTom