Mathematics in the Primary School

A Sense of Progression
Revised
ISBN: 978-0-415-48879-2
Verlag: Routledge

Buch, Englisch, 188 Seiten, Format (B × H): 170 mm x 244 mm, Gewicht: 342 g

Now in its third edition, Mathematics in the Primary School has been updated to reflect recent mathematics curriculum documentation and revised standards for QTS.

Key areas include:

- The role of talk in learning maths

- Teacher questioning

- Development of children’s reasoning

- Creative engagement with maths

- Assessment for learning and self assessment

- Suggested resources for teachers including ICT

Providing a coherent set of principles for teaching primary mathematics across the main topics in the curriculum, the authors explore children’s understanding of key areas of mathematics, at reception, infant and junior levels. Important principles and teaching approaches are identified, including the use of calculators and computers, and there is an emphasis on mental mathematics and problem solving supporting key issues raised by the Williams review (2008). Case studies are used throughout to illustrate how different teaching approaches are put into practice and how children respond to them, and there is advice on planning, organisation and assessment of mathematical learning in the classroom.

Emphasising the importance of teachers’ own mathematical knowledge and offering clear guidance and practical advice, this book is essential reading for students, NQTs and practising teachers with a focus on primary mathematics.

Zielgruppe

Professional Practice & Development and Undergraduate

Autoren/Hrsg.

Pepperell, Sandy

Hopkins, Christine

Gifford, Sue

Tallant, Peter

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen

Inhaltsverzeichnis

Section 1 Developing Mathematical Thinking Section 2 Number Section 3 Shape, Space and Measure Section 4 Data handling Section 5 Planning, Assessment and Classroom Organisation

Über Autor(innen)

Christine Hopkins, Sue Gifford, Sandy Pepperell and Peter Tallant are all experienced teachers with a specialist interest in mathematics teaching who are now Principal Lecturers in Mathematics Education at Roehampton University. Between them they teach on undergraduate and postgraduate teaching programmes and are involved in research, consultancy and writing mathematics teaching materials.