I have this from 1978, which will at least be somewhat still relevant…

A problem from @Mathinity_ on X:

Digital copies of the 5 books (and associated teacher resources) are available from the STEM library link in the previous post, with physical versions in the library in York.

I’ve attached captures of the contents of the Year 7 book

Many of these investigations have been published elsewhere over the years, whilst others I have not personally encountered elsewhere. I have very fond memories of working on “shuffles” with students:

As can be seen in these content pages, the heart of the book unsurprisingly contains various starting points for mathematical investigation, but it also contains commentary on the nature of mathematics education as a whole that should inspire consideration no matter your experience level

I cannot remember when I first learnt of “Starting Points”, but it was almost certainly through ATM materials. Initially published before I was born, this revised 1986 edition is now attracting hefty asking prices on the second hand market, but is well worth tracking down

I really liked this from Catriona a couple of weeks ago, including her follow up points, and it led to a discussion with colleagues about the working out we present and ask from students. Also reminded me of some past tasks I’ve done around the subject of what working out is written down:

I was captured by this passage from John Holt’s “How Children Learn”. Beyond developing students’ techniques to check their own answers, I wonder how successful I have been lately at making my learners less dependent on me. It would seem this philosophy entirely opposes a direct instruction model.

Here you go: