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| About the book |
The teaching of arithmetic in the primary school has traditionally been dominated by a focus on standard algorithms and this approach is now being questioned. Curriculum changes are taking place that promote the development of mental strategies, and provide more opportunities for children to develop their own ways of working. This book shows contrasting influences for change as leading mathematics educators from the USA, the UK and the Netherlands identify the way research is used to develop different classroom practices. In England, changes are taking place through a National Numeracy Strategy which is set to raise standards in every primary classroom while in the Netherlands, Realistic Mathematics Education introduces innovative approaches such as use of an 'empty number line' to support the teaching of mental strategies. This book explores why we teach in different ways, challenges orthodoxy, and sets the agenda for learning from each other. |
| About the author |
Julia Anghileri is Head of Mathematics and Principal Lecturer in Mathematics Education at Homerton College, University of Cambridge. As a writer and editor, she has written and contributed to several books in Britain and the USA. She is currently consultant to the National Numeracy Project and is writing guidance for teachers at the Qualifications and Curriculum Authority. |
| Table of contents |
Part one: Setting the agenda for arithmetic teaching and learning Contrasting approaches that challenge tradition Perspectives on arithmetic from classroom-based research in the United States Part two: The principles underpinning the arithmetic curriculum Influences on the teaching of number in England Realistic mathematics education in the Netherlands Part three: Classroom practices in arithmetic teaching Issues for classroom practices in England Intuitive approaches, mental strategies and standard algorithms Jumping ahead an innovative teaching programme Progressive mathematization sketch of a learning strand Different approaches to mastering mental calculation strategies Part four: Developmental research What does it mean to learn? What is effective teaching? Fostering a dialectic relation between theory and practice Part five: Towards a new numeracy The English experience of a 'calculator-aware' number curriculum References Index. |
