Teaching Mathematics in Primary Schools

By Robyn Zevenbergen; Shelley Dole et al. | Go to book overview

Foreword

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.

-v-

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Teaching Mathematics in Primary Schools
Table of contents

Table of contents

  • Title Page *
  • Foreword v
  • Contents vii
  • About This Book xi
  • About the Authors xiii
  • Chapter 1 - The Changing Face of Primary Mathematics 1
  • Further Reading *
  • References *
  • Chapter 2 - Theoretical Foundations for Contemporary Mathematics Education 21
  • Further Reading *
  • References *
  • Chapter 3 - Language and Mathematics 33
  • Further Reading *
  • References *
  • Chapter 4 - Diversity and Equity 47
  • Further Reading *
  • References *
  • Chapter 5 - Planning for Teaching 63
  • Further Reading *
  • References *
  • Chapter 6 - Assessment 79
  • Further Reading *
  • References 105
  • Chapter 7 - Working Mathematically 106
  • Further Reading *
  • References *
  • Chapter 8 - Early Number 121
  • Further Reading *
  • References 147
  • Chapter 9 - Basic Facts and Mental Computation 149
  • Further Reading 174
  • References *
  • Chapter 10 - Written Algorithms 176
  • Further Reading 196
  • References *
  • Chapter 11 - Rational Number 197
  • Further Reading *
  • References *
  • Chapter 12 - Patterns and Algebra 233
  • Further Reading *
  • References *
  • Chapter 13 - Measurement 250
  • Further Reading *
  • References 280
  • Chapter 14 - Chance and Data 281
  • Further Reading *
  • References *
  • Chapter 15 - Space 310
  • Further Reading *
  • References *
  • Index 340
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