"New Heinemann Maths" is a flexible programme with support for differentiation, which provides everything needed to plan and run Daily Maths Lessons. It offers a two-pronged approach to planning, which allows teachers to organize by topic or by NNS objective. In addition, the customisable Framework Unit Planning CD can be used to produce, edit and save weekly plans. NHM ranges from Reception to Year 6, catering for different levels of pupil ability, and the Framework Unit Planning CD contains a bank of differentiated pupil activities, with ready-made support and extension ideas for every activity in each unit throughout NHM. It is a practical resource for all staff, from NQTs to experienced maths co-ordinators. Activity Books are used from Reception to Year 3, Textbooks and Extension Textbooks throughout KS2. Assessment in NHM allows teachers to amend planning as problem areas are identified. It offers a three-strand approach to assessment - ongoing, assessment for specific topics, and longer-term.

Daily Math Practice is divided into 36 weekly sections. The five items practiced each day, Monday through Thursday, include two computation problems, two items that practice a variety of math skills, and one word problem. Friday lessons contain a single problem that is more extensive and may require multiple steps and problems that emphasize reasoning and communication in mathematics.

This work is a complete, comprehensive and progressive teaching and learning programme. It is for children sitting 11+, SATs, common entrance and scholarship examinations. Arranged in a topic by topic format, it adopts a more traditional approach. A unique code is used covering Information, Technique and Exercises. Clear methodologies, with examples, are given for each technique. Plenty of practice exercises are also included. All books are rigorously classroom tested. Methodologies have been used in AE Tuition classes for over 20 years. There is over 85 per cent success rate in 11+ and selection tests. These books are designed to be used in sequence from Workbook 1 onwards and are frequently revised and updated. Answers, Progress Charts and a Certificate of Achievement are included at the end of every book.

This work is a complete, comprehensive and progressive teaching and learning programme. It is for children sitting 11+, SATs, common entrance and scholarship examinations. Arranged in a topic by topic format, it adopts a more traditional approach. A unique code is used covering Information, Technique and Exercises. Clear methodologies, with examples, are given for each technique. Plenty of practice exercises are also included. All books are rigorously classroom tested. Methodologies have been used in AE Tuition classes for over 20 years. There is over 85 per cent success rate in 11+ and selection tests. These books are designed to be used in sequence from Workbook 1 onwards and are frequently revised and updated. Answers, Progress Charts and a Certificate of Achievement are included at the end of every book.

NHM Year 2 Activity Books: Have built-in assessment. Provide a structured development of each separate topic. Use language at an appropriate reading level. Place maths in a variety of contexts. Lead more able children through a range of problem-solving activities.

First Mental Arithmetic provides carefully graded questions that develop children's essential mathematics skills. A downwards extension of the Schofield & Sims bestseller Mental Arithmetic, the series comprises three workbooks for Year 1 (Books 1 to 3) and three for Year 2 (Books 4 to 6). The term 'mental arithmetic' is usually associated with spoken questions. However, children using all the Schofield and Sims Mental Arithmetic materials read the questions themselves and write down their answers. A Language of Maths glossary helps to develop children's number vocabulary and three Check-ups assess children's understanding. The separate First Mental Arithmetic Answers provides answers to all questions contained in this book, plus additional resources for teachers. Book 4 includes: reading and writing two digit numbers, multiplication and division, halves, quarters and three-quarters, sorting objects, measuring lengths and reading scales.

As the National Numeracy Strategy (NNS) extends into secondary schools this book for trainee and practicing mathematics teachers provides practical guidance on developing effective strategies for the teaching of numeracy at KS3 and 4 based on the DfEE requirements.
The teaching and learning approaches suggested in the NNS are analyzed and explained using case-study examples from secondary schools. Many of these ideas were developed by teacher inquiry groups in the Raising Standards in Numeracy project.
The book includes examples of pupils' work; lesson plans and pupil activities; ideas for using ICT to enhance mathematics; teacher guidance on both teaching and assessment; and ideas for developing numeracy across the curriculum.
This book offers an introduction to the subject of numeracy accompanied by lesson ideas and practical guidance. It will prove a valuable resource for all trainee and new mathematics teachers.

A workbook for Stage 2 of the Heinemann Mathematics series.

When it comes to learning, nothing quite beats regular practice. This unmissable Year 2 book from CGP is brimming with weekly Times Table workouts - one for each week of the school year. Each workout contains a mix of classic problems, word-based questions and bigger problem-solving questions on the 2, 5 and 10 times tables. We've even scattered some fun times-table puzzles throughout the book to help cement what pupils have learnt. Answers are included in a cut-out section at the back, alongside a handy progress chart where you can record pupils' marks and make notes.

STP Caribbean Mathematics has been revised and updated to address the demands of mathematics syllabuses in the region and provide students with a firm foundation for success at CSEC (R). Workbook 2 in this series is for use alongside STP Caribbean Mathematics Book 2, and offers students opportunities to practise key mathematical skills and concepts. Its focus on practicing the core aspects of mathematics helps to reinforce students' knowledge and understanding. Workbook 2 also includes answers to the activities.

The Key Stage 2 Maths series covers mathematical technique for SATs, GL Assessment and CEM 11+ exams, CATs, the Northern Ireland Transfer Test, Common Entrance and scholarship examinations for independent schools, and all other styles of mathematical test. This series of books is designed to be used in sequence from Workbook 1 onwards. The workbook series is complemented by testbooks that reinforce a child's mathematical technique and knowledge. Answers, Progress Charts and a Certificate of Achievement are included at the end of every book. All our materials have been rigorously classroom tested. The methodologies have been successfully used in AE Tuition classes for over 20 years.

The Key Stage 2 Maths series covers mathematical technique for SATs, GL Assessment and CEM 11+ exams, CATs, the Northern Ireland Transfer Test, Common Entrance and scholarship examinations for independent schools, and all other styles of mathematical test. This series of books is designed to be used in sequence from Workbook 1 onwards. The workbook series is complemented by testbooks that reinforce a child's mathematical technique and knowledge, and testpacks for final exam preparation. Answers, Progress Charts and a Certificate of Achievement are included at the end of every book. All our materials have been rigorously classroom tested. The methodologies have been successfully used in AE Tuition classes for over 20 years.

Getting the right answers in maths is only half the problem. Understanding why what you're doing works is the part that often stumps students and teachers alike. The essential guide for mathematics teachers and those training to teach, Yes, but why? answers all your questions, and sheds light on the hidden connections between everything in mathematics at school. This second edition includes: * A new 'Test yourself' feature in every chapter * More coverage of the four operations * Enhanced discussion of fractions and proportionality * Downloadable figures for use in the classroom

The series Mental Maths develops children's ability to understand number problems and to use their knowledge to resolve these problems confidently and logically. Mental Maths Book 2 covers: counting and ordering numbers to 100, patterns and sequences, counting money and calculating change, 2-D and 3-D shapes, tens and units; addition/subtraction of 2-digit numbers, time problems, estimating and measuring and multiples of 2/5/10.

The Check-up Workbook includes Check-ups for short-term KS1 assessment and Round-ups for longer-term KS1 assessment.

This CGP Study Guide explains everything students need to know for Key Stage Three Maths. It's ideal for students working at a higher level. Every topic is explained with clear, friendly notes and worked examples, and there's a range of practice questions to test the crucial skills.

This Encyclopedia is a single-volume reference work for readers and researchers investigating national and international aspects of mathematics education at the elementary, secondary and post-secondary levels. It consists of more than 400 entries, arranged alphabetically by headings of greatest pertinence to mathematics education. The volume also gives users a starting point for in depth research and fills a gap as there is no other volume that unites major aspects (concepts, pedagogy and history) of mathematics education.

A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, Iowa State University The study reported in this volume adds to the growing body of evaluation studies that focus on the use of NSF-funded Standards-based high school mathematics curricula. Most previous evaluations have studied the impact of field-test versions of a curriculum. Since these innovative curricula were so new at the time of many of these studies, students and teachers were relative novices in their use. These earlier studies were mainly one year or less in duration. Students in the comparison groups were typically from schools in which some classes used a Standards-based curriculum and other classes used a conventional curriculum, rather than using the Standards-based curriculum with all students as curriculum developers intended. This volume reports one of the first studies of the efficacy of Standards-based mathematics curricula with all of the following characteristics: - The study focused on fairly stable implementations of a first-edition Standards-based high school mathematics curriculum that was used by all students in each of three schools. - It involved students who experienced up to seven years of Standards-based mathematics curricula and instruction in middle school and high school. - It monitored students' mathematical achievement, beliefs, and attitudes for four years of high school and one year after graduation. Prior to the study, many of the teachers had one or more years of experience teaching the Standards-based curriculum and/or professional development focusing on how to implement the curriculum well. - In the study, variations in levels of implementation of the curriculum are described and related to student outcomes and teacher behavior variables. Item data and all unpublished testing instruments from this study are available at www.wmich.edu/ cpmp/evaluation.html for use as a baseline of instruments and data for future curriculum evaluators or Core-Plus Mathematics users who may wish to compare results of new groups of students to those in the present study on common tests or surveys. Taken together, this volume, the supplement at the CPMP Web site, and the first edition Core-Plus Mathematics curriculum materials (samples of which are also available at the Web site) serve as a fairly complete description of the nature and impact of an exemplar of first edition NSF-funded Standards-based high school mathematics curricula as it existed and was implemented with all students in three schools around the turn of the 21st century.

Becoming a Successful Teacher of Maths is a practical guide for newly qualified teachers of secondary mathematics. It develops the essential core knowledge, skills and understanding demanded by the new DfEE requirements for courses of initial teacher training. It is based on research findings relating to the organisation and management of maths classrooms, teaching approaches, assessment and the common misconceptions which often hinder pupils' progress in key areas of the National Curriculum. Theoretical principles are exemplified through case-study material. Suggestions for school-based activities are made. While being a practical 'how to' guide for beginning teachers, it also offers critical insights for more experience teachers reflecting on their practice.

This edited book brings together for the first time an international collection of work focused on two important aspects of any young child's life - learning mathematics and starting primary or elementary school. The chapters take a variety of perspectives, and integrate these two components in sometimes explicit and sometimes more subtle ways. The key issues and themes explored in this book are: the mathematical and other strengths that all participants in the transition to school bring to this period of a child's life; the opportunities provided by transition to school for young children's mathematics learning; the importance of partnerships among adults, and among adults and children, for effective school transitions and mathematics learning and teaching; the critical impact of expectations on their mathematics learning as children start school; the importance of providing children with meaningful, challenging and relevant mathematical experiences throughout transition to school; the entitlement of children and educators to experience assessment and instructional pedagogies that match the strengths of the learners and the teachers; the importance for the aspirations of children, families, communities, educators and educational organisations to be recognised as legitimate and key determinants of actions, experiences and successes in both transition to school and mathematics learning; and the belief that young children are powerful mathematics learners who can demonstrate this power as they start school. In each chapter, authors reflect on their work in the area of mathematics and transition to school, place that work within the overall context of research in these fields, predict the trajectory of this work in the future, and consider the implications of the work both theoretically and practically.

The people of the Navajo Nation know mathematics education for their children is essential. They were joined by mathematicians familiar with ways to deliver problems and a pedagogy that, through exploration, shows the art, joy and beauty in mathematics. This combined effort produced a series of Navajo Math Circles--interactive mathematical explorations--across the Navajo Reservation. This book contains the mathematical details of that effort. Between its covers is a thematic rainbow of problem sets that were used in Math Circle sessions on the Reservation. The problem sets are good for puzzling over and exploring the mathematical ideas within. They will help nurture curiosity and confidence in students. The problems come with suggestions for pacing, for adjusting the problems to be more or less challenging, and for different approaches to solving them. This book is a wonderful resource for any teacher wanting to enrich the mathematical lives of students and for anyone curious about mathematical thinking outside the box. In the interest of fostering a greater awareness and appreciation of mathematics and its connections to other disciplines and everyday life, MSRI and the AMS are publishing books in the Mathematical Circles Library series as a service to young people, their parents and teachers, and the mathematics profession.

This well-established two-book course is designed for class teaching and private study leading to GCSE examinations in mathematics and further Mathematics at A Level.