Teaching Mathematics in Primary Schools

Teaching Mathematics in Primary Schools

Teaching Mathematics in Primary Schools

Teaching Mathematics in Primary Schools

Synopsis

A systematic, research-based introduction to the principles and practice of teaching mathematics at primary school level.

Teaching Mathematics in Primary Schools moves beyond traditional lock-step approaches to teaching mathematics to emphasise how students can learn to think mathematically in the new times' of globalisation and a technology-rich society.

Based on current international research, the book focuses on learning outcomes and the general principles that underlie educational practices rather than any specific curriculum. Current approaches to mathematics education are explained and critiqued, and insights into why some students have difficulties with mathematics are provided. Teachers are shown how to encourage their students to develop deep learning in mathematics, and to relate mathematics to the rest of the curriculum.

The authors firstly examine the philosophy behind mathematics and its impact on curriculum design, the history of learning outcomes, and theories on how students learn mathematics. They then present the key areas of mathematics teaching in detail: number, chance and data, measurement, space, and algebra. In each area, the emphasis is on problem solving. Finally, they discuss practical classroom issues such as the trend towards developing students' capacity to think mathematically, broad approaches to teaching mathematics, planning for a whole school approach to mathematics, diversity and access, and assessment, reporting and evaluation.

Excerpt

There have been numerous books published, in many countries, with a title not dissimilar to the title for this book. Hence the question: Is this one any different from the others?

This book is different from the others. Each of the three authors is an established mathematics education researcher with a history of, and reputation for, getting her/his hands dirty by working in schools with teachers of mathematics. The three of them are themselves highly regarded as mathematics education researchers and as teachers. The book provides an excellent, and perhaps unparalleled, overview of how research and practice can, and should, intersect so far as school mathematics is concerned.

Too many books on mathematics education have been written from a distinctly 'mathematical point of view, ' on the one hand, or from a particular, fairly narrow education perspective, on the other. Although the mathematics in this book is accurately presented, at all times, the emphasis is not on mathematics per se, but rather on how mathematics might be taught so that its skills, concepts and overriding principles might become accessible to all students (and not just the 'bright'students from well-to-do families in 'advantaged' schools). Every chapter is informed by recent research into the teaching and learning of mathematics. The authors are not afraid to take positions different from positions associated with trendy 'educators' or from staunch conservatives who look to past eras in school mathematics for their inspiration for primary mathematics in 'New Times. ' Every chapter reeks of intellectual integrity, a strong knowledge of pertinent research literatures, and the wisdom of practice.

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