I wrote a book!!

Woo’s Wonderful World of Maths – out September 25! International pre-orders open now.

For the last two years, I’ve been writing a book. It’s about all the awesome stuff I’ve encountered that helped me see the beauty of mathematics – and appreciate how it truly is all around us!

I’ve held back from saying anything up until now because I feel like my generation is super-obsessed with posting on social media about doing things… without actually getting out there and doing something. So now that this thing is almost ready to hit shelves thanks to my publisher Pan Macmillan, I thought it was time to get excited about it!

Some of my friends have had the opportunity to read Woo’s Wonderful World of Maths and this is what they’ve said about it:

“Not just a great teacher Woo’s Wonderful World shows Eddie to be a storyteller too. Is there anything the Woo cannot do?” – Adam Spencer, Ambassador for Mathematics, University of Sydney

“Maths is just another “language” – and Eddie Woo makes it so easy and fun.” – Karl Kruszelnicki, Julius Sumner Miller Fellow, The University of Sydney

“A sweeping tour de force of how to engage people with mathematics.” – Matt Parker, author, comedian and maths communicator

“I never thought I’d read a maths book cover to cover, let alone sing its praises. Eddie Woo makes maths fun, accessible and relevant. Now we can all benefit from his extraordinary skill as a teacher.” – Jenny Brockie, journalist and TV host

“Eddie Woo’s gift is in using stories to help us see the way maths breathes life, colour, shape, and rhythm into the world around us. He’s transformed the lives of countless students in his classroom and on Wootube. Now he’s here to change how you see numbers too – whether you think you have a mathematical mind or not!” – Natasha Mitchell, science journalist and radio host

“Eddie Woo is an inspirational maths teacher. Why? Because he can also communicate, connect and write.” – Jane Caro, author

“Learning mathematics is like climbing the stairs of a skyscraper. It’s difficult and can seem utterly pointless. Some educators scream at us from a 10th story window as we look up at them in confusion. Eddie greets you at the foyer and is there beside you while you take each and every step. And once at the observation deck, he’s admiring the beautiful vista with you. Eddie is more than just the maths teacher we all wanted. Eddie is the maths teacher we all need.” – Simon Pampena, Australian Numeracy Ambassador, Numberphile Star

“For a mathematician, Eddie Woo is one helluva storyteller. An excellent and important read from beginning to end.” – Maxine McKew, Honorary Enterprise Professor University of Melbourne

“You probably know acclaimed math teacher Eddie Woo through watching his excellent videos on his WooTube channel. Well, now there is a book, and it’s a winner. A compendium of short essays where Mr. Woo shows how mathematics lies just beneath the surface in practically every aspect of our lives. What makes it sing is that his engaging personality shines through on every page, just as much as it does on video when he is in front of a class.” – Keith Devlin, Stanford university mathematician and author of many popular mathematics books

“Enthusiastic, energetic Eddie Woo explores mathematics in ways that reveal how human and beautiful it is.” – Nalini Joshi, mathematician, University of Sydney

SBS Insight: A Teacher Changed My Life

Last week I was extremely fortunate to take part in an episode of SBS Insight, titled A Teacher Changed My Life. There were three major stories and three minor ones – I was one of the latter – each comprised of a student and a teacher who had made a big difference in their life.

The thing I loved most about being asked to be on the show was getting to hear the amazing stories of changed lives directly from the mouths of people who clearly would have had a completely different future had a teacher not intervened. It’s a sobering but hopeful reminder of the real and lasting impact that teachers can have on the lives of their students. I highly recommend watching the entire show to hear each of the students tell it from their point of view.

Our episode was filmed on a Wednesday and aired the following Tuesday. During the hour it was broadcast, I was asked to be on Twitter to interact with viewers. Here are some of the things I posted in the lead-up and on the evening itself:

Review: STM dux case for iPad Pro 12.9

Any iPad Pro user who uses the Apple Pencil daily needs a long-term solution for storing the Pencil. As much as I love the iPad Pro, I feel that one of its major design shortcomings is that there is no place to permanently store the Pencil when not in use. Numerous reviews have pointed this out when comparing the iPad Pro to Microsoft’s Surface series (which has a magnetic connection that holds the Surface Pen quite securely), so I won’t labour the point.

I just want to note it at the beginning here because I deliberately ignored this fact and tried to use the iPad Pro for almost an entire year without doing anything to protect the Pencil. And that was a mistake. I did the same thing with the iPhone 4 when I first purchased it; I initially used it without a case and within 3 months the glass back had (predictably) shattered. Similar things happened with my Apple Pencil. First, the cap that protects the Lightning connector fell off and was lost inside the lining of my carry bag (eventually I found it by accident). Second, I left my bag leaning against a cabinet at the end of a school day, and did not realise that the Pencil within the bag was also leaning in the same way. Overnight, the cabinet applied pressure to the rubber tip of the Pencil and by the morning the tip had snapped off. This was particularly problematic because the half of the tip with the screw thread on it remained lodged inside the Pencil itself and was quite difficult to remove. The replacement tips weren’t cheap either!


That’s why I was really delighted to unwrap the STM iPad Pro dux case. STM very kindly sent me one to see whether it would fit my purposes on a day-to-day basis. The dux is a sturdy shell that covers the back of the iPad Pro so that you can use the Smart Keyboard or Smart Cover if you prefer (as you can see in the images, I do the latter).


The rim of the case is a flexible black plastic that snugly houses the iPad, while the backing is a thick, clear and rigid plastic that offers strong protection and allows the branding of the iPad to show through (which is a nice touch). It does add a reasonable amount of thickness to the iPad, which I wish it didn’t, but there’s a good reason for it which I’ll get onto later.


The whole case feels solid and keeps the iPad safe from falls and other kinds of damage. I’m very pleased with the build quality and the case rim is a nice balance between rigidity and flexibility so that it doesn’t feel like the iPad will fall out at any time but it’s quite easy to remove the case if you want to.


The most important feature for me, as I mentioned above, was that there is a convenient location for the Pencil. It is nestled into a special section on the rim, which is why the case is the thickness that it is; it makes the case wide enough along its edge to store the Pencil without adding any more thickness. (Many of the other cases I’ve seen, such as the one from Studio Proper, position the Pencil in such a way that it sits on the face of back of the iPad and therefore makes the entire profile much thicker.) Just like the case overall, the Pencil holder is firm but flexible. You won’t feel as though it will ever accidentally fall out, and in fact I tend to flex the lip of the Pencil holder slightly outward in order to ease the Pencil out.


There are other ways to store your Apple Pencil. I’ve seen some very attractive desk holders, and some even charge the Pencil when it’s in the holder. But for someone like me who is constantly leaving my desk (to go to class) and frequently on the move (to visit students or attend meetings), the best option is for a case that can hold the Pencil so it’s always there when I need it. I’ve really enjoyed using the dux case and have more or less gotten used to the extra size it it gives to my device – so I’d happily recommend it to anyone with the iPad Pro who uses the Pencil a lot.

NSW Education Symposium 2016

screen-shot-2016-10-29-at-9-15-31-pmI was incredibly fortunate to receive an invitation to the 2016 NSW Education Symposium, a cross-sector gathering of state leaders in education and industry to discuss – as the conference tagline stated – “future reform directions” for the school system in NSW. It was a pretty incredible group of people, with internationally-renowned speakers and proven educational practitioners sharing the stage. 

As with many others, I was busy on Twitter trying to (a) engage in the conversation and (b) ensure that those who couldn’t be present could get a window into the room. Here are a few of the things I shared, though for a more comprehensive account I definitely recommend Matt Esterman’s full Storify of the #nswedu16 feed.

iPad pro + Apple pencil + 1 mathematics teacher = ?

Articles about pieces of technology generally come in three phases:

  • The first phase comes from the press, who’ve either had access to early versions of the device or are there at the launch event. They have stuff pre-written, primed and ready to go so that as soon as the product is officially announced, people will be able to find something as soon as they hit Google.
  • The second phase comes from the first people who are actually able to buy the product, generally a few weeks later. These are naturally accompanied by the obligatory unboxing videos (a hilariously fascinating genre of content if ever there was one) and generally give first impressions of each device (they can’t give much else because, you know, they just opened the thing 5 minutes ago).
  • The third phase are the “long term” reviews, maybe a month or two later. There are fewer of these because the initial excitement has died down, but people are actually interested in giving their thoughts now that they’ve gotten used to how the device works and can give a more measured explanation of its pros and cons.

And then there are articles like this one, which… well, the iPad Pro was released almost a year ago now. It’s been so long since I first got this device that another iPad Pro has already been released in the intervening time. So why do I think it’s still relevant to write this thing?

Basically, it’s because I’m still getting questions about my iPad Pro wherever I take it. It’s my preferred device for taking notes – so I lug it around with me to any conferences I attend – and pretty much every time I get it out, someone nearby will say, “what is that?” And when I explain that it’s an iPad, I’m almost universally met with surprise. So I guess, despite this tablet’s age, there are still plenty of people out there who don’t know much about it. So hopefully this will give you a bit of a better idea.

This is not a product review. It’s more of a reflection on my specific experience with this pair of devices. But in some ways, it’s the review I couldn’t find. Before I got my hands on an iPad Pro and its surprisingly uncommon accessory, the Apple Pencil, I searched in vain for a review that answered my specific questions. The closest I got was this write-up from AnandTech.

But all of that was to be completely expected, because I’m what you call a very narrow use case. I have very peculiar and idiosyncratic desires and interests in a device like the iPad pro. That’s because I’m a mathematics teacher.

I wouldn’t blame you if you aren’t connecting the dots yet. So let me explain. Though this may not be everyone’s memory of it, the fact is that mathematics is a highly visual subject. From the diagrams of deductive geometry, to the construction and interpretation of graphs, to the notation and equations of calculus – understanding and communicating mathematics is saturated with images and symbols. Not only that, the actual thinking and doing of mathematics usually takes place through the medium of this visual language. Mathematicians think by drawing and writing. Drawing and writing aren’t just representations for communicating mathematical thought; they are mechanisms for constructing mathematical thought. That’s why we call it “working out”.

As a mathematics teacher, I do a lot of this mathematical thinking each day. I do it to remind myself of the processes and common misconceptions in what I teach my students; I do it so my students have solutions to the tests I’ve set them; and I do it to answer questions that my students request help with.

What this means is that I end up using a _lot_ of paper. In the course of a normal school year I will produce hundreds of pages of handwritten notes. People tend to give me a bit of a strange look when they see me scrawling marks on a page, partly because I have a reputation (which is, in some ways, justly deserved) for being really into technology and eschewing traditional ways of doing things. (There’s a false dichotomy operating there – I’ll address that in a minute.) “Why don’t you type those notes? Wouldn’t it be better to have all those notes electronically filed and organised?”

The answer, at least to me, is not straightforward. Yes, it’s great having content in an electronic form. It’s easier to search for myself and to share with others. But there’s a price. Computer keyboards were not designed for entering formulas, equations or mathematical notation. Mice were not built with the construction of mathematical diagrams in mind. That’s not their fault; there are hundreds of other tasks that they excel at. Expressing mathematical thought just isn’t one of them. After more than a decade of practice and thousands of hours using a wide range of software platforms that are intended for this purpose, I still find keyboards and mice a wholly inadequate replacement for a simple pencil and paper. When I enter mathematical script using a keyboard, even though I am quite adept at it, my attention is focused on the typing and not the thinking.

An analogy will help here. I grew up in a bilingual home. My parents moved to Australia from Malaysia more than 40 years ago, so they are fluent in English, but it is definitely not the language they are most comfortable with. Despite their preference to speak in Chinese, they made a very deliberate decision to talk to us primarily in English. But because of their background, they experienced significant difficulties with this. I lost count of the number of times they would pause midsentence, frozen in thought, as they translated on-the-fly from their mother tongue into mine. Sometimes they would simply give up, resorting to finishing their sentence in Chinese and leaving me to try and work out their meaning from the context and their body language. And it is the same for me and mathematics. Analogue input is my mother tongue; I can think in it immediately and without interrupting my flow of thought. So while I recognise the importance of having a lot of my mathematics in electronic form (primarily assessment tasks), I have a hard time imagining doing the lion’s share of my mathematical thinking any other way than with a pencil in my hand.

I guess what I’m saying is that I use different technologies constantly and I love the benefit they bring, but I’ve always been very conscious of the (often hidden) disadvantages they include. Failing to do so always leaves us in an exhausting form of technological idealism, where we are constantly looking at the next big app or device as the “thing that will revolutionize education” – and always leaves us disappointed. (The lesson to learn here is that if someone tells you something has a straightforward solution, they are probably trying to sell you something.) That means I reject the notion that we must completely abandon traditional ways of doing things if we are the kinds of people who embrace technology in the classroom.

I’m convinced that there are healthy ways to combine them for the sake of student learning, which is the real goal – not an attitude one way or the other with regard to technology (which is not the heart of the issue). As a result, I always find conversations that are centred on this technology or that technology to be quite dull. I want to talk about the learners and what they are getting out of the different experiences that various platforms or devices can bring. That’s the real currency I deal in.

Which brings me back to the iPad Pro and Apple Pencil. Almost every single detailed review of the Pencil that I’ve found has been focused on its capacity to enable artistic expression. But my primary interest is in the Pencil’s capacity to enable cognitive expression. And without overstating it, after about ten months of non-stop use, I’m ready to deliver my personal verdict.

I love this thing.

I love it because it supports my learning, my explanations, my organisational structures and my thinking. I’ve found it to be so effective that integrating it into my normal workflow has changed the way I do things as fundamentally as the first time I started using email in the cloud or began storing and manipulating data in spreadsheets rather than word processing documents. There’s been a huge shift. Yet while there’s been a massive amount of change, much of what I’ve done has stayed the same – in fact, in some instances, has become more rooted in ways of the past. It’s a living expression of that tension I was talking to you about before. The iPad Pro and Apple Pencil capture that tension in a unique and powerful way that really resonates with me.

So, I’m a fan. But don’t worry, I recognise that these devices are far from perfect – there are some obvious drawbacks that I also want to point out. First, let’s get down to a bit of context which explains the particular way that I use my iPad Pro.

I already own several devices that bear similarities to the Pro. Most obviously, I have an iPad Air 2 that I use for recording my classroom lessons (which I regularly post onto YouTube). Since this iPad has such a specific purpose, for me it overlaps less with the Pro than you would necessarily think; that’s because the Air sits permanently on top of a tripod in the middle of my classroom during my lessons, so I never connect it to my data projector to show visuals or write lesson notes on it. Its next most common use is to edit and upload those videos. When it isn’t occupied for those purposes, the Air does fill the role of a secondary device quite effectively. Like most people, I use it for light email and internet browsing when I’m away from my desk. Because of its size, it’s very handy just to pick up and go when I have to visit a student or teacher quickly then return to my work station; I can use it easily while standing up or walking, which I think is one of the main benefits of tablets in general.

My primary device is a 13.3 inch Windows laptop. I’ve owned laptops up to 15.6 inch before, but found them too bulky and heavy to carry between my classrooms with all the other gear I lug around on a regular basis (textbooks, exam papers, teacher’s diary, pencil case, my iPad Air and the microphone that goes with it). It’s not just my lack of upper body strength that leads me to say that – during my teaching career I’ve used and broken several carry bags, and the point of failure every time is the straps, indicating that I’m always trying to carry too much stuff. For this reason, I’ve also used 10 and 11 inch netbooks before – but I’ve always found them too much of a compromise to use extensively. The lack of a full size keyboard, the diminutive screen that limits my ability to effectively multi-task (e.g. simultaneously viewing my report spreadsheet while writing my reports in a browser) and the inevitably downsized processor/RAM always prevent me from feeling at home on such a small device.

My 13.3 is a very happy compromise between these extremes for me. It’s a Dell XPS 13 that I purchased about two years ago. The screen is a sufficiently high resolution that I can display as much content as I want, and the combination of a high-spec Core i7 processor with loads of RAM and a very handy solid state drive mean that so far it isn’t showing any signs of slowing down. Significantly, the keyboard is a pleasure to use and I can type on it just as fast as I can on any desktop. This is important because it’s the main reason why I decided not to purchase the Smart Keyboard that was designed to pair with the iPad Pro; if I want to do serious typing, I take my laptop. I never intended for the Pro to be a desktop replacement and I wasn’t interested in seeing if it could perform in that role for me.

So then, those are all the ways I _don’t_ use my iPad Pro. What ways _do_ I use it? There are two apps, apart from standard web browsing and email, that dominate my use of the Pro. They are Google Drive (along with its satellite apps, Docs and Sheets) and Notability, which I’ll talk about in turn.

I’ve been into Google Drive for a long time. Back in 2009 I was the intranet coordinator at my school and I drove the school’s adoption of Google Apps for Education. But I would describe myself as having my feet firmly in two camps when it came to using Docs, Sheets and all cloud-based options in general, because while I loved the principle of having everything accessible on all my internet-enabled devices, there were some practical issues that held me back and kept me committed to using desktop software.

The two main issues were formatting and mobile apps. I know it may sound silly, but my time as a semi-professional web, print and graphic designer has really spoiled me in terms of how much control I need over the typography and typesetting in the documents I work with. Things like font face, weight and spacing convey meaning and emphasis. Table layouts and bulleting structure can make the difference between documents that are clear or opaque. Just like a public speaker who has control over their tone, pitch and speed can communicate better than one who does not, software that permits precise control over visual attributes enables us to make documents that are more really digested and understood by readers.

For a long time, Docs and Sheets simply did not give me the amount of freedom I wanted in designing things. But that has improved markedly over the last couple of years, to the point where I can now create a document entirely in Docs and be happy enough with its layout and fonts that I can go directly to print without going anywhere near a desktop program. There are still a few small things in this area where Docs isn’t perfect, the most notable of which is its support for mathematical equations (which is present, but minimal), but I’ve become more and more impressed as years go by and new features are added (for free, I might add!).

The mobile apps are a similar story. I don’t expect an app on a phone or tablet to give me an identical experience to what I’ll get on a desktop in a browser, but got quite a while there was too far a gap between the two. Remembering that the fully-featured versions of Docs and Sheets are kind of like trimmed down versions of their desktop counterparts, and mobile apps are trimmed down versions of their browser counterparts, you can see that if you were on an iPad you were getting a very lightweight experience of spreadsheets and word processing. But recently, the native iOS apps for Docs, Sheets and Drive have gained a core feature set that makes them genuinely useful and sometimes even a pleasure to work with. More and more, I’ve found myself able to do everything I need on my tablet while in my classroom without needing to return to my desk – it’s been liberating.

That brings me to Notability. As I said earlier, I had a very clear use for my iPad Pro in mind from the beginning, so one of the very first things I did during my initial setup of the Pro was to download every note-taking app I could find. Trawling the internet for reviews and soliciting some of my online contacts for suggestions, I settled on the following list of apps to try:

  • Notes (i.e. the default iOS app)
  • Penultimate
  • OneNote
  • Upad
  • Notability

There are two apps that I installed but did not include on that list – Explain Everything and Doceri. Both of these are screencasting apps, which I was interested in at a basic level, but as I’ve stated above, was not my main intention for the Pro. Neither app is updated for the Pro’s higher resolution yet, so I haven’t invested any time to really give either of them a proper try.

The five apps on my list are, by contrast, note-taking apps through and through. I used each one extensively for about a week before moving onto the next one, so that I could gain a deep sense of each app’s strengths and shortcomings. So here’s my app-by-app overview:


Notability came out as the clear front-runner. Probably the two most distinctive and frequently useful features were (1) its ability to modify text/diagrams after they are written/drawn and (2) its seamless integration with Google Drive, which makes the content I create in Notability instantly more shareable and useful. (From the PDF I can print in high quality since it exports my writing as vectors rather than bitmaps, or I can just email it to someone if that is more convenient. I’ve done both of these several times at work over the last three months and have been very pleased with the output.)


I do want to say something about my overall writing experience across all apps – in other words, what I found to be true because of the way Apple has designed the Pro and the Pencil. Essentially, it feels like magic. After about 2 months of daily use, I reached the point where it felt equally natural to write on the Pro as I did on paper. I no longer notice things like the smoothness of the glass and the Pencil itself, which I remember bothering me at the beginning. In fact, I even find it easier to write with the Pencil over long periods of time because I only have to apply minimal pressure to make clear marks (when I write on paper, out of habit I press quite hard with my pen).

These have been said many times before, so I won’t dwell on them: the lack of discernible lag and the highly reliable palm rejection are the main things that make the Pencil feel so compelling in normal use. My handwriting on the Pro looks exactly my handwriting on paper, and that’s because Apple has successfully engineered the Pencil and Pro so that you don’t need to adjust the way you write to use them effectively.

And this is what makes the whole experience so effective for me as a mathematics teacher. Essentially the Pro has taken all the handwriting I would normally be doing – and as I’ve established, that’s a lot – and supercharged it by integrating it into an electronic workflow. I have several “subjects” set up in Notability, each of which syncs automatically to a separate folder in Google Drive. The synchronisation happens seamlessly in the background whenever I close a document – which means I don’t have the live version backed up like I do in Google Docs or Microsoft OneNote, but if I want to manually trigger the app to update a file on Drive then all I have to do is close and re-open it. This means that whenever I need a document, no matter how long ago I’ve made it, I can get to it from any of my internet-connected devices. This has been useful on dozens of occasions already – taking minutes on a meeting and immediately emailing them out to staff, pulling up an example worked solution to a question posed by a student about a topic we’d looked at several weeks prior, and displaying the solutions to a past exam paper (along with my live annotations) on a data projector for the whole class to see, among many other examples of how this has been useful to me.


One feature that I particularly want to highlight is the ability to select and rearrange or cut and paste marks on the page. I want to point it out because it’s a feature I didn’t even know I wanted – but once I understood it and got used to it, found myself using it constantly (literally, hundreds of times a day) and really miss being able to do it when I return to writing on paper. This takes one of the very best features of typing and imports it into the sphere of handwriting. Anyone who writes frequently – whether it’s emails, essays, reports, articles or fiction – basically takes it for granted that we write (and think) in stops and starts. It’s rare to find someone who can think of the perfect words and grammar to convey their meaning in the exact order and at the exact speed to type them down. Most of us need to write, delete, rephrase, and edit several times before we get something we’re satisfied with. Personally, I tend to write/type out my ideas and then read my sentences back to myself as if I were speaking them to get a sense as to whether a sentence is clear or not. I like to ensure that my paragraphs have a measure of rhythm to them, and this usually requires copious editing.

Proofreading sentences (and equations!) is equally easy on a hard copy as it is on a digital copy. But the actual act of reworking something so that it’s clearer or more powerful is immensely easier to do on a computer. The ease with which you can rearrange and replace phrases (or mathematical symbols) is one of the killer features on a digital word processor, something that we often take for granted when all we do is type all day. And being able to do that with the handwritten script I produce through the Pencil is truly like having the best of both worlds.

Here, at the end of this article, let me mention something which is usually the first thing you find in a review about the iPad Pro: its size. Putting together this write-up has taken me such a long time that Apple has already released its “next” version of the iPad Pro – the 9.7 inch version (i.e. in the same form factor as the iPad Air). However, given my time to settling into using the original Pro, I think 12.9 inches is the best size for this device.

Let me take a step back before I justify that opinion. Okay, I get it: everyone is gobsmacked by the Pro’s size when they first see it. It’s always the first thing people comment on when they see me using it. That’s unsurprising for two reasons: (1) the Pro’s size is the only fact about it you can notice within 1 second of seeing it, and (2) everyone is mentally comparing the Pro to a 9.7 inch tablet, because that’s what they’re used to. The first point is obviously unavoidable, but I think the second point is actually an honest mistake. I don’t think the Pro is trying to be a better version of the Air; I think it’s trying to be something else altogether (hence the Pro moniker). If you’ve read this far into this post turn you probably won’t be surprised when I say I think the Pro is just the right size at 12.9 inches because of what I am comparing it to: an A4 piece of paper. The writable surface of each is basically identical, and I don’t want either of them to be any smaller than they are right now.

There are other benefits, too. I’ve tried doing Split Screen on a 9.7 inch screen and it feels just like it did on those 10 inch netbooks I mentioned earlier: cramped and not designed for this purpose. But I’ve done legitimate multi-tasking on the Pro numerous times and found it quite a comfortable experience (most frequently with Notability on the left and iBooks, email or Safari on the right).

So, here ends my rambling set of thoughts on the iPad Pro and Apple Pencil. I felt compelled to write about them because they are that rare instance of technology that has genuinely managed to make me adjust my workflow because I get access to significant new benefits this way. There are lots of things I haven’t said but I’ve already written far too much here – so I hope it’s helpful to some of you and if you’ve got further questions, feel free to send them my way!

Inspire Innovate 2016

This past week, I had the joy of being part of Inspire Innovate 2016, a conference of almost 500 educators from across NSW (and some from further than that!). It was a pretty intense experience, with some sharp keynotes and a range of really practical breakout sessions. I came away very satisfied for the two days that I had to spend away from school to be a part of it. Definitely recommend it to others if you have the opportunity to attend.

I had the privilege of presenting two workshops, one on strategies for teaching mathematics and the other on what I’ve learned from doing Wootube for 3 years. As is my style, I also took a copious amount of handwritten notes – 11 pages worth – to document the sessions and help me reflect on what I was learning.


If you’re interested, here’s a download link to the full PDF: Eddie Woo’s notes from Inspire Innovate 2016

And here’s a selection of my tweets to #inspirensw during the conference.

Working Mathematically

Learning mathematics is about understanding and mastering content and skills. The content includes topics such as algebra, trigonometry and probability. In the NSW syllabus, the skills are called “Working Mathematically”…

That’s how my primer on Working Mathematically begins. I’ve been wanting to put together something like this for a long time, but the impetus to actually write it all down in a systematic way came when I was training some of our year 11 students to be peer tutors for year 7 students at our school. It occurred to me that while they were probably familiar with some of the ideas, most of them had never been formally introduced to the language of Working Mathematically – and language is powerful. It helps us see, appreciate and work toward things more effectively.

You can download the PDF here.

Working Mathematically

Reference Sheet – helpful or not?

So, last night BOSTES published the long-awaited “Reference Sheet” that HSC 2016 students will receive in the final exams for Mathematics, Extension 1 and Extension 2. 

The response in the teaching community that I’ve seen has been mixed. There has mostly been very positive feedback, but I’ve spoken with many who are (wisely) a little more skeptical. Is it a good idea? Is it “dumbing down” the course?
As one of the teachers who gave feedback early on in the development of this sheet, I’ve been thinking about this for a while. Is it appropriate? Is it even helpful? Like the standard integrals sheet it replaces (which, as an interesting piece of trivia, is actually a page out of the old book of log tables), I think that most strong students will not really use this sheet and it will not change the way they think about or learn mathematics. It was certainly never my experience as a student that I relied on the standard integrals sheet, because I had used those results so often that I inadvertently memorised them. 

But this sheet is not designed for students who would have been in that camp (and most maths teachers, it should be noted, would be in this category – that’s part of why we’re maths teachers). This sheet is designed to help out the student who struggles a little more and can’t access a number of questions in the final exam because he can’t quite remember how the cosine rule ends. Or which sign belongs where in difference of cubes. This sheet is going to help them and give them a tiny bit of assistance – just like we all would use in the real world if we were trying to do something and couldn’t remember the formula. We’d look it up on Google! This is an attempt to make assessment less contrived in that way. Of course it isn’t perfect – every solution is a compromise with strengths and weaknesses. But I personally welcome the change. 

The secret sauce

I’ve said this to my classes many times, but I don’t mention this enough in public.


After years of surprisingly positive feedback about my channel, I’ve finally come to understand and wholeheartedly believe that a large part of why my videos are so helpful to people is because there are real students in the room – watching, listening, interacting, questioning, telling me to slow down or clarify or explain something I’d not realised was important to the idea at hand. They are the secret behind what makes the lessons work. To all of you out there, past and present – thank you. 🙂


Passive/Active? How about Contemplate/Participate.

Corinne Campbell recently wrote a very helpful blog post that really made me think. She’s always a sharp writer who’s demonstrated again and again that she can see through trends that are more popular than they deserve. Some call it black hat thinking. I call it healthy cynicism, and I really appreciate that Corinne is willing to share her experience and insight with the rest of us.

The post in question is a humble defence of “passive learning”. It’s a reactionary piece that provides a personal and insightful response to the preoccupation in educational circles to prioritise so-called “active learning” (where people are in groups and are involved in activities to develop their understanding and skills) over and against any style of learning where students (or, as Corinne writes, teachers in a professional development setting) are sitting and listening to one person presenting an idea or concept.

Corinne’s thoughts struck me for two reasons, both quite personal to me. The first has to do with when I’m on the receiving end of “passive learning”, and the second has to do when I’m on the giving end.

Like Corinne, I also really value the opportunity to sit and listen to a really clear exposition of a new idea or concept or system (or an old one presented in a new way). I think it’s a mistake to believe in some kind of hyper-constructivism that ascribes value only to activities strictly centred on the learner. And I think a big part of the problem is that there is a false dichotomy that’s been set up by the language used to describe what’s going on here. Case in point: when I’m trying to learn something in a “passive learning environment”, I’m not passive at all. I’m reflecting, pondering, categorising, critiquing and a hundred other metacognitive tasks as I listen. We need a new kind of language. Just because I’m considering another person’s ideas rather than contributing my own, that doesn’t mean I’m not constructing my own understanding. Contemplation is just as valuable as participation. Each has its time and place. We need both wings on the plane.

Secondly, , Corinne’s validation of this kind of learning helps me make sense of something I’ve observed more and more of over the last 12 months. For three years now, I’ve been filming my classroom lessons and putting them up online – completely public and free (I’m a public education advocate – can you tell?). It’s not the flipped classroom, but it’s related to that idea. It was never intended as a medium to reach the masses – I literally only ever intended it to be used by a single person – and so I was immensely surprised to find a broad audience of people (both students and teachers) who started watching along and reporting to me that it was really beneficial to them. Just recently the Youtube channel passed 10,000 subscribers and 1.1 million views across all its videos.

But amid this success, I’ve felt quietly guilty. Why? It’s because I know that, at its heart, my channel is a passive medium. Yes, I could use it as a platform for interactivity (and I have in the past) – but I have young children and I’m a head teacher, so frankly I have higher priorities for my time than fielding questions online (even though I’d love to be able to do that). So I am essentially using this technology to broadcast – that is to say, to replicate a “passive learning environment” in the homes of anyone who cares to watch. This is not the kind of technology that people are supposed to be excited about. The “active learning” movement (which I value and support) is supposed to be about using technology where it helps students investigate, create and collaborate – not to consume content. So in many ways, I feel like I’ve been swimming in the wrong direction.

But it’s not true. I’m providing something that is genuinely helpful to a broad range of people and I’m not going to be ashamed of that. I am opening up an avenue for students to do what I myself appreciate so much: to ponder a counter-intuitive idea, to be led on a journey to understand new things, and to see the world in a different way. That’s awesome and it’s worth celebrating.

So I’m resolving not to talk about passive or active learning any more. I’m going to think about whether I or my students are learning by contemplation or learning by participation. As educators and learners, we need them both.