|About the book|
"This book is the third in an important trilogy of edited collections on the teaching and learning of primary mathematics. To each book the editor, Ian Thompson, has attracted a team of expert contributors, and himself set the characteristically high standard of writing and clarity... When, in 10 or 20 years' time, people want to know about the state of English primary mathematics at the turn of the 21st century, they will turn to this volume. You would do well to read it now."
Mathematics in Schools
"This is the third book in the popular series edited by Ian Thompson that brings together an impressive array of contributing authors. Current issues are discussed in an informed but concise way that makes research accessible to the wider community of mathematics educators."
Julia Anghileri, University of Cambridge
This book explores the effect that the National Numeracy Strategy and its successor, the Primary Strategy, have had on the way in which mathematics is taught in primary schools. Prominent contributors examine the Strategies' recommendations from the perspective of their own research areas or interests, and discuss the issues involved, including:
Contributors: Mundher Adhami, Mike Askew, Carol Aubrey, Margaret Brown, Ann Dowker, Rosemary Hafeez, Steve Higgins, Keith Jones, Lesley Jones, Valsa Koshy, Alison Millett, Claire Mooney, Laurie Rousham, Malcolm Swan, Ian Thompson, Helen J Williams.
|About the author|
Ian Thompson works as an Educational Consultant and was formerly a Senior Lecturer in Mathematics Education at the University of Newcastle upon Tyne before being seconded to work as Regional Director for the National Numeracy Strategy in Initial Teacher Training. He is currently Visiting Professor at Northumbria University.
|Table of contents|
Section one: Subject content issues 1.Making space for geometry in primary mathematics
Keith Jones and Clare Mooney
2.Deconstructing the National Numeracy Strategy’s approach to calculation
3.The Empty Number Line: a model in search of a learning trajectory?
Section 2: Pedagogical issues 4.‘When we were very young’: The foundations for mathematics
6.From lesson objectives to lesson agenda: flexibility in whole-class lesson structure
7.Word problems: Cinderellas or wicked witches?
8.The problem with problem-solving
Section 3: Assessment issues 9.Using assessment to improve teaching and learning
10.Making sense of mathematics
Section 4: Intervention Issues 11.Interventions in numeracy: individualized approaches
12.Nurturing mathematical promise
Section 5: Information and communication technology issues 13.Calculators for all?
Helen J Williams and Ian Thompson
14.Does ICT make mathematics teaching more effective?
Section 6: Research issues 15.Place value: the English disease?
16.Brain-based research on arithmetic: implications for learning and teaching
Has the National Numeracy Strategy raised standards?
Margaret Brown and Alison Millett