And air fryer temp and time before that?

Thank you! The photo on the left is this task if anyone is interested:

islesofwhatif.com/2024/05/01/f...

It might retain it for a while as it is probably cached but it would likely go at some point soon after. In the past, if I've updated the meta image or text, it has eventually changed on a post.

So true.
Long may the @atmmathematics.bsky.social messaging of learning mathematics by making and doing mathematics be broadcast.

It was reaffirmed in "Better Mathematics"

Yes! I probably should have written that!

Thanks! I fear my short list could be quite long...

Done

Since I can't send a DM to you on here, is it ok to email it to you?

Ah yes, thank you.

I'm sure you'll have better suggestions but I recently wrote a piece about how we might create opportunities for learners to develop agency through 'what if' questions. It shares some classroom experiences where they created and explored their own constraints. Happy to share if interested

And the thing with putting so much priority on remembering more is, what happens when they forget it? What value was the learning then? It's inevitable at some point. It might take days, months, years. I can't remember the formula for quadratic equations now despite endless use at school

Yes. When I think about myself as a mathematician, I studied to a level, did a computer science degree. Now I don't access beyond KS2 content but the way I access it is more meaningful. But edu is so afraid of any complexity. In tasks, in aims, in what we value. The way chn access is reductive

I've been thinking a lot about this. The goal of a poem isn't to help you understand language - it's to transform perspectives. But maths is taught as if properties and predefined procedures of mathematical objects are all that matters. I think m. objects can transform perspectives too when explored