Low Attainers in Primary Mathematics: The Whisperers and the Maths Fairy

By Jenny Houssart | Go to book overview

Acknowledgements

The research in this book would not have been possible without the children, teachers and classroom assistants I worked alongside. My thanks go to them for allowing me to work with them and carry out my research and for helping me gain some insight into life in their classrooms. As usual, they remain anonymous and pseudonyms have been used throughout.

I would also like to thank others who have supported me in this research. In particular, colleagues at the Centre for Mathematics Education at the Open University, Milton Keynes, have listened to my ideas as the research progressed and encouraged me to develop them further. My partner, Richard Croucher, has supported my work throughout, practically, academically and emotionally. Our son Mark typed the manuscript as well as providing support in the face of technical problems.

The idea of the whisperers is developed from an article which appeared in For the Learning of Mathematics and I am grateful for permission to use and extend that article here. Some of the incidents in Chapter 8 are reprinted from the Journal of Mathematical Behaviour, vol. 21, no. 2, 2002, pp. 191-202 with permission from Elsevier. Other incidents used in this book have appeared in Equals, TES Primary and Support for Learning. I would like to thank the editors for allowing me to use them again here. Two test questions in Chapter 9 are reproduced with permission from the Qualifications and Curriculum Authority.

-vii-

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Low Attainers in Primary Mathematics: The Whisperers and the Maths Fairy
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Acknowledgements vii
  • Introduction 1
  • 1 - The Children 8
  • 2 - Maths Talk 24
  • 3 - Mental Work 41
  • 4 - Number Equipment 57
  • 5 - Practical Work 74
  • 6 - Written Work 91
  • 7 - Calculators and Computers 109
  • 8 - Easy Tasks, Hard Tasks, Elastic Tasks 127
  • 9 - Assessment Tasks 145
  • 10 - Conclusion 163
  • Index 177
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