Are you ready to practise your MATHS? Here is an activity book full of popular puzzles that you will know and love, such as join the dots, colouring, mazes, sudoku and even a word search. But there’s one big difference… it’s all about MATHS! From adding and subtracting to times tables and putting things in chronological order, each page presents simple maths challenges in a way that takes the fear out of building this key skill. So grab your pencils and… READY, STEADY, GO!

Maths anxiety can have a debilitating effect on children’s self-confidence and learning potential, and may eventually even limit their choice of career. Instilling basic numeracy skills at an early age and teaching Maths in a way that engages young learners can go a long way to prevent a life-long fear of numbers. To be successful in Maths later on, children must develop a ready grasp of number concepts and thoroughly master basics such as addition, subtraction, multiplication and division at a young age. Best Books’ Maths Made Fun series for the Foundation Phase helps to lay a solid foundation with a practise-makes-perfect approach, using innovative activities designed to stimulate young minds. Based on the CAPS curriculum, the New All-In-One Maths Made Fun in Grade 1 Workbook provide parents and educators with a step-by-step maths resource for the whole school year. Practice pages instil the basics that children need to be able to recall readily, worksheets enhance creative thinking and problem solving, and full-colour games serve to further inculcate skills. All the required content areas are covered: patterns, functions and algebra; numbers, operations and relationships; space and shapes; data handling; and measuring. These workbooks are a must-have resource for both the classroom and at home.

Bright, colourful games Flashcards to help children aged 8-9 practise their addition and subtraction! Inside, you'll find a mixture of number cards and sum cards - each with a charming character or illustration. The cards can be used for lots of different games that children can play by themselves or in groups of up to 6. We've also thrown in a few suggestions to get you started.

Eco-Mathematics Education strives to show how everyone can experience the embedded connection between mathematics and the natural world. The authors' sincere hope is that by doing so, we can radically change the way we come to understand mathematics, as well as humanity's place in the ecosystem. The book hopes to accomplish this by providing in-depth lesson plans and resources for educators and anyone interested in teaching and learning mathematics through an ecological aesthetic perspective. All lessons are based on the inquiry method of teaching, aligned to standards, incorporate art projects inspired by famous artists, and utilize recycled and/or natural materials as much as possible.

AMTE, in the Standards for Preparing Teachers of Mathematics (SPTM), puts forward a national vision of initial preparation for all Pre-K-12 teachers who teach mathematics. SPTM contains critical messages for all who teach mathematics, including elementary school teachers teaching all disciplines, middle and high school mathematics teachers who may teach mathematics exclusively, special education teachers, teachers of emergent multilingual students, and other teaching professionals and administrators who have responsibility for students' mathematical learning. SPTM has broad implications for teacher preparation programs, in which stakeholders include faculty and administrators in both education and mathematics at the university level; teachers, principals, and district leaders in the schools with which preparation programs partner; and the communities in which preparation programs and their school partners are situated. SPTM is intended as a national guide that articulates a vision for mathematics teacher preparation and supports the continuous improvement of teacher preparation programs. Such continuous improvement includes changes to preparation program courses and structures, partnerships involving schools and universities and their leaders, the ongoing accreditation of such programs regionally and nationally, and the shaping of state and national mathematics teacher preparation policy. SPTM is also designed to inform assessment practices for mathematics teacher preparation programs, to influence policies related to preparation of teachers of mathematics, and to promote national dialogue around preparing teachers of mathematics. The vision articulated in SPTM is aspirational in that it describes a set of high expectations for developing a well-prepared beginning teacher of mathematics who can support meaningful student learning. The vision is research-based and establishes a set of goals for the continued development and refinement of a mathematics teacher preparation program and a research agenda for the study of the effects of such a program. SPTM contains detailed depictions of what a well-prepared beginning teacher knows and is able to do related to content, pedagogy, and disposition, and what a strong preparation program entails with respect to learning experiences, assessments, and partnerships. Stakeholders in mathematics teacher preparation will find messages related to their roles. Standards for Preparing Teachers of Mathematics includes standards and indicators for teacher candidates and for the design of teacher preparation programs. SPTM outlines assessment practices related to overall quality, program effectiveness, and candidate performance. SPTM describes specific focal practices by grade band and provides guidance to stakeholders regarding processes for productive change.

Category Description for Kumon Math Workbooks (1-6):

A math program based on the Kumon method. Basically, the earmarks of this system are:

• Concepts introduced in small, incremental steps, allowing children to master them without confusion
• Single topic books rather than mixed strands. Children concentrate just on addition, for example, before moving to subtraction
• Concepts are taught by discovery method than being spelled out

The series is meant to be self-directed. Students take charge of their own learning on every level. They complete pages, check their work, record their scores, and determine whether to move on or review. The pace almost guarantees success. Children should work a "few" pages a day; assignments should take about 20 minutes to complete. Pages are marked with the skill level required at top and the points each question is valued at (a very young child will need some help totaling points). Very short instruction (or an example) is given on a few pages. For example, there is a short explanation when children begin to subtract a 2-digit number from a 3-digit number where borrowing is needed. However, the child is given every opportunity to intuit this beforehand. By the time he reaches this page, he has already been subtracting double-digit numbers for many pages. Some of these would require borrowing, but, since they are able to subtract, say, 7 from 12, the Kumon method wants the child to see a pattern when increasing to 7 from 22, 7 from 32, etc. This does remind me of the approach used in Miquon as well. Besides these very infrequent helps there are just some small prompts for children to look for patterns in their answers, and words of encouragement. Pages are pleasing to the eye; they are colored, clean, and problems are well-spaced. The Kumon method has been used successfully with children around the world for over 50 years. It does seem like it would help a child to take charge of his own learning and help himself to understanding rather than being spoon-fed each bite. For Kumon math earlier than Grade 1, see the Kumon section in Early Learning.

Eco-Mathematics Education strives to show how everyone can experience the embedded connection between mathematics and the natural world. The authors' sincere hope is that by doing so, we can radically change the way we come to understand mathematics, as well as humanity's place in the ecosystem. The book hopes to accomplish this by providing in-depth lesson plans and resources for educators and anyone interested in teaching and learning mathematics through an ecological aesthetic perspective. All lessons are based on the inquiry method of teaching, aligned to standards, incorporate art projects inspired by famous artists, and utilize recycled and/or natural materials as much as possible.

Let's do Mathematics is learner-centred series for Grades 1-7 with a step-by-step approach that ensures full syllabus coverage. Written by experts at this level, activities engage learners in their own learning process, practically, and focus on learning through doing.

Category Description for Kumon Math Workbooks (1-6):

A math program based on the Kumon method. Basically, the earmarks of this system are:

• Concepts introduced in small, incremental steps, allowing children to master them without confusion
• Single topic books rather than mixed strands. Children concentrate just on addition, for example, before moving to subtraction
• Concepts are taught by discovery method than being spelled out

The series is meant to be self-directed. Students take charge of their own learning on every level. They complete pages, check their work, record their scores, and determine whether to move on or review. The pace almost guarantees success. Children should work a "few" pages a day; assignments should take about 20 minutes to complete. Pages are marked with the skill level required at top and the points each question is valued at (a very young child will need some help totaling points). Very short instruction (or an example) is given on a few pages. For example, there is a short explanation when children begin to subtract a 2-digit number from a 3-digit number where borrowing is needed. However, the child is given every opportunity to intuit this beforehand. By the time he reaches this page, he has already been subtracting double-digit numbers for many pages. Some of these would require borrowing, but, since they are able to subtract, say, 7 from 12, the Kumon method wants the child to see a pattern when increasing to 7 from 22, 7 from 32, etc. This does remind me of the approach used in Miquon as well. Besides these very infrequent helps there are just some small prompts for children to look for patterns in their answers, and words of encouragement. Pages are pleasing to the eye; they are colored, clean, and problems are well-spaced. The Kumon method has been used successfully with children around the world for over 50 years. It does seem like it would help a child to take charge of his own learning and help himself to understanding rather than being spoon-fed each bite. For Kumon math earlier than Grade 1, see the Kumon section in Early Learning.

One of five textbooks for use in school and at home. Each left-hand page shows methods with worked examples. The corresponding right-hand page gives questions for the student to try. Topics covered include: decimal columns; addition, subtraction, multiplication and division of decimals, including money; vulgar fractions; addition, subtraction, multiplication and division of vulgar fractions; conversion between decimals and vulgar fractions; and percentage.

This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors look back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and look forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers. Volume 2, Tools and Processes in Mathematics Teacher Education, describes and analyze various promising tools and processes, from different perspectives, aimed at facilitating the mathematics teacher learning and development. It provides insights of how mathematics teacher educators think about and approach their work with teachers. Thus, as the second volume in the series, it broadens our understanding of the mathematics teacher and their learning and teaching.

New Wave Mental Maths is a mental maths programme that aims to strengthen pupils' mental maths abilities - the essential skills that underpin all aspects of the maths curriculum and problem-solving situations. Each book provides daily practice of these skills, with more than enough questions for the entire school year. One of the most useful features of the series is that it ensures pupils meet all areas of the curriculum on a regular basis. This constant contact with the areas of study ensures that pupils are continually revising and consolidating essential maths concepts. * 40-week programme divided into a convenient Monday to Friday daily format, which is ideal for class use or for assigning nightly homework. * Aims to develop fluency in the basics of maths: emphasis is placed on daily computation/table practice to enhance speed and accuracy. * Core maths concepts are developed in each book and precise maths language is used in the questions. * Problem-solving in both pictorial and word format encourages pupils to practise problem-solving strategies mentally. * Strong assessment component is built in - the weekly Friday Review can be used to communicate progress with parents. * Enables pupil to practise and perfect problem-solving strategies using mental problems. * Core mathematical language presented using clear and simple wording. * Sequential developmental and consolidation of core maths concepts. * Can be used in conjunction with the main class maths programme. * Provides lots of opportunities for informal teaching and on-the-spot direct explanations.

Bright, colourful games Flashcards to help children aged 6-7 practise their addition and subtraction! Inside, you'll find a mixture of number cards and sum cards - each with a charming character or illustration. The cards can be used for lots of different games that children can play by themselves or in groups of up to 6. We've also thrown in a few suggestions to get you started.

Game-based resources provide opportunities to consolidate and develop a greater knowledge and understanding of both mathematical concepts and numeracy skills, which present opportunities and challenges for both teachers and learners when engaging with subject content. For learners for whom the language of instruction is not their first or main language, this can present challenges and barriers to their progress. This requires teachers to reconsider and adapt their teaching strategies to ensure the needs of these learners are fully addressed, thereby promoting inclusion and inclusive practices. The Handbook of Research on International Approaches and Practices for Gamifying Mathematics provides relevant theoretical frameworks and the latest empirical research findings in teaching and learning mathematics in bilingual/plurilingual education by using active methodologies, specifically gamification and game-based learning and teaching. Covering a wide range of topics such as e-safety, bilingual education, and multimodal mathematics, this major reference work is ideal for policymakers, researchers, academicians, practitioners, scholars, instructors, and students.

This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors look back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and look forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers. Volume 2, Tools and Processes in Mathematics Teacher Education, describes and analyze various promising tools and processes, from different perspectives, aimed at facilitating the mathematics teacher learning and development. It provides insights of how mathematics teacher educators think about and approach their work with teachers. Thus, as the second volume in the series, it broadens our understanding of the mathematics teacher and their learning and teaching.

This comprehensive compendium of questions and answers, compiled by an expert team of maths educators, is designed for exam revision. The purpose, however, has been to extend mathematical thinking and expertise beyond the norm. It contains: 10 Paper 1 Exam Papers with Memos and 10 Paper 2 Exam Papers with Memos. It features practice exams and answers and allows students to practice under timed exam conditions as well as highlight which areas of the syllabus require more attention. The handy tips and detailed memos help to develop a learner’s confidence in mastering all the concepts that form part of the CAPS/IEB curriculum. The wide range of questions will extend the learner and accelerate progress towards excellence in this challenging, rewarding subject.

Target Grade 9 workbooks build skills from Grade 7 and extend to the top of Grade 9 to catch up, keep up and make expected progress in GCSE (9-1) Mathematics. Target's unique approach tackles the key misconceptions and barriers identified at each grade level to build essential exam skills for success. Each unit breaks down mathematical concepts into the core components to tackle misunderstandings at the root, add depth to knowledge and build confidence. After checking their basic knowledge and boosting skills, students can test their knowledge with exam-style questions and problem-solving exercises. The workbooks also includes a glossary, useful formulae and an answers section to support independent working both in and out of the classroom. Exam Board: Pearson Edexcel Level: GCSE (9-1) Subject: Mathematics First Teaching: September 2015 First Exams: June 2017 Part of the Target Edexcel GCSE (9-1) Mathematics series: Target Grade 3 Algebra and Shape Target Grade 3 Number and Statistics Target Grade 5 Number and Algebra Target Grade 5 Shape and Statistics Target Grade 7 Algebra and Shape Target Grade 7 Numbers and Statistics Target Grade 9 Algebra Target Grade 9 Algebraic Techniques, Shape and Statistics Target workbooks make the perfect partner to the GCSE (9-1) Revise! series.

One of five textbooks for use in school and at home. Each left-hand page shows methods with worked examples. The corresponding right-hand page gives questions for the student to try. Topics covered include: finding square roots; Pythagoras' theroem; simultaneous equations; matrices; vectors; multiplication and factorization with brackets; quadratic equations; probability; mean, mode, median and range; trigonometry; circles; volume of pyramids, cylinders and cones.