Reflective Primary Mathematics

A guide for student teachers
1. Auflage 2015
ISBN: 978-1-4462-9511-3
Verlag: SAGE Publications Ltd

Buch, Englisch, 224 Seiten, Format (B × H): 170 mm x 244 mm, Gewicht: 399 g

‘This original book shows the crucial importance of personal philosophies of mathematics. Using current research it guides us to reflect on our attitudes and beliefs. Essential reading for anybody interested in mathematics and its teaching.’

Paul Ernest, Emeritus Professor of Mathematics Education, University of Exeter

Teaching mathematics can be challenging, and returning to a mathematics classroom yourself may not inspire you with confidence.

This book can help you to become an assured teacher who can give young learners the high quality mathematics education that they deserve, by exploring the philosophy that lies behind good mathematics teaching and its application in the classroom.

Throughout the book you are encouraged to put your own thoughts on mathematics learning and teaching under the microscope and examine your perceptions and understanding in order to develop as a critically reflective teacher, aware of potential challenges and what underpins effective mathematics teaching in primary schools.

Coverage includes:

· developing your own philosophy towards mathematics teaching

· understanding links between confidence and learning

· the importance of subject knowledge

· common beliefs and attitudes among mathematics learners

· how to develop your relationship with the subject.

This is essential reading for all students studying primary mathematics on initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, School Direct, SCITT, Teach First) and NQTs.

Elizabeth Jackson has over thirty years’ experience of mathematics education through primary and secondary school teaching, lecturing in initial teacher education and supervising mathematics Master’s dissertations, as well as conducting research into mathematics and writing.

Autoren/Hrsg.

Jackson, Elizabeth

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Lehrerausbildung

Inhaltsverzeichnis

History of difficulties in learning and teaching mathematics
Considering a need for change
A framework for reflection
Attitudes towards mathematics
Mathematical engagement
Mathematics subject knowledge
Beliefs about mathematics
The relevance of mathematics
Mathematicians
Philosophy for mathematics learning and teaching
Your relationship with mathematics
Making changes

Über Autor(innen)

Jackson, Elizabeth
Liz taught mathematics for sixteen years across the UK from the Channel Islands to the North West of England in various primary and secondary schools. For the last fourteen years she has been a Senior Lecturer at the University of Cumbria (formerly St Martin’s College) teaching mathematics at degree level, mathematics education with secondary and primary student teachers and supervising Masters students’ research into primary mathematics. Her Honours degree from Manchester University is in mathematics and education. She explored the use of IT as a tool for learning and teaching mathematics for a Masters from the University of Lancaster, and conducted research into mathematical perceptions for her PhD, also from the University of Lancaster. Liz has always taken a keen interest in how children learn mathematics and how adults, including teachers, perceive mathematics.