Steve Lyon's public profile

UsernameSteve Lyon
Emails.lyon@stem.org.uk
OrganisationNational STEM Centre
Current RoleTeacher educator

I have taught mathematics for over 20 years in a variety of secondary schools, to all abilities and age ranges up to further mathematics. I became a head of mathematics at a large comprehensive secondary school and successfully bid to become a mathematics and computing specialist schools. After a brief spell as an assistant head I became an advanced skills teacher working with teachers in primary and secondary schools in York. Since June 2012 I have been a mathematics specialist at the National STEM Learning Centre. I hold the NCETM Advanced Mathematics Professional Development Accredited Lead.

Resources

Shared Resources

Mechanics experiments

27 Jun 17
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Shared Collections

Mathematics and DT

2 Dec 15
14 links
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Cuisenaire and Singapore Bar

19 Nov 15
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Pentominoes

19 Nov 15
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Opinions

How to support your mathematics department

The week in the Algarve seems as though it happened ages ago. Those odd jobs around the house have been completed and then finally, reality hits home as you head back into school to take on the next lot of students studying the maths GCSE.The new term is a time for reflection on the previous two years, identifying what worked and what needs to...


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Time saving ideas for making great secondary mathematics resources

A lot has been written about this year’s mathematics GCSE examination results- what will the grade boundaries be? What is a good pass? How might post-16 take up be affected? No matter how your students fared this year no doubt new efforts are being made to best prepare your future cohorts for the demands of the new GCSE examinations.September...


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Why manipulatives belong in the secondary maths classroom

During my time as an Advanced Skills Teacher (AST) I spent time working with teachers in primary schools, supporting maths coordinators. Despite being there as a ‘maths specialist’ to support the teaching of maths, during my visits I learnt at least as much as the primary teachers with whom I worked. What I learned had a great impact in my own...


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How to succeed as a non-specialist teacher of mathematics

It may seem a little strange to some people, but as a head of a large mathematics department, I actually looked forward to that time of the year when the timetable had to be constructed.It was like a giant Sudoku puzzle that would takes days, even weeks, to solve. It was a long, tricky process, but I loved it when eventually it all pulled...


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Leading from the front: confessions of a head of mathematics

A clear, strategic approach is essential to becoming a successful head of department.I was once asked by my head teacher what my aspirations for the mathematics department were. I was a bit taken aback. Was he asking how many students will get GCSE grades A* to C? Or maybe what the A level results will look like? I must have looked a little...


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What makes a good teaching assistant?

Over the years I have had the pleasure of working with a number of teaching assistants. Some were attached to the department and enjoyed the challenges of working alongside the mathematics team. Others were attached to students, getting to know the particular foibles of their charge as they worked alongside them in a variety of lessons.The most...


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Is there a maths for science or is all maths the same?

 What is the difference between a histogram and a bar chart? Does a line of best-fit have to be straight or can it be curved? Do all axes have to start at zero? Is it OK to concertina axes on a graph? Is it ever OK to use a ‘calculation triangle’?Ask these questions to a teacher of mathematics and to a teacher of science and you are unlikely...


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Becoming more adventurous in the mathematics classroom

I have met a wide variety of mathematics teachers throughout my teaching career, all with their own distinct style. Some stick in the memory, for different reasons, whilst others influenced the way I teach.One teacher, let’s call him Graham, was supremely organised. Lessons were planned to the minute, resources laid out on the desk, seating plan...


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Problem solving in mathematics: not such a new thing after all!

Problem solving is a key requirement of the new mathematics curriculum. The assessment objectives for the new mathematics GCSE states that a quarter of the marks at foundation level are awarded for students demonstrating their ability to solve problems, for the higher GCSE paper, the requirement is 30%.But as we all know, problem solving in...


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Ideas to make revising mathematics engaging

What did the early Easter mean to you? Time after the break to complete those last couple of topics or an opportunity to start revision sessions early?I am always on the lookout for new ideas to break up the monotony of completing past examination papers. It comes as quite a relief, in a strange kind of way, when we find a common problem or...


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