Children love learning with Smart-kids. Bright illustrations, stickers, creative activities and fun-loving characters bring the South African Maths curriculum to life. This Smart-kids workbook is specially written for Grade R learners by experienced South African teachers and contains valuable notes, tips and answers for parents.

Curriculum materials are among the most pervasive and powerful influences on school mathematics. In many mathematics classes, student assignments, the questions the teacher asks, the ways students are grouped, the forms of assessment, and much more originate in curriculum materials. At the same time, teachers have considerable latitude in how they use their curriculum materials. Two classes making use of the same materials may differ markedly in what mathematics content is emphasized and how students are engaged in learning that content. This volume considers a variety of research tools for investigating the enactment of mathematics curriculum materials, describing the conceptualization, development, and uses of seven sets of tools. Mathematics education researchers, curriculum developers, teacher educators, district supervisors, teacher leaders, and math coaches will find insights that can improve their work, and guidance for selecting, adapting, and using tools for understanding the complex relationship between curriculum materials and their enactment in classroom instruction.

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 1 includes: counting, adding and subtracting, 2D and 3D shapes, days of the week, word problems.

Rapid Maths is the ideal way to help struggling learners catch up with their peers in maths. With lots of variety plus software and games, Rapid Maths makes catch-up fun and gives each child personalised support and repeated practice in the fundamentals of numeracy. Plus, it's proven to double children's progress in number skills. Helps children master basic number skills to enable them to access the curriculum. Clear layout and a concrete-pictorial-abstract approach helps to support struggling learners. Gradual spiral progression in number skills to aid confidence. Varied and engaging 'real life' maths activities. Time saving and accessible teacher and TA resources. Ideal for home learning. Textbook with questions for child to work through with adult support.

This book examines the mathematical difficulties in typical and atypical populations. It discusses the behavioural, educational and neuropsychological characteristics of people with mathematical difficulties, and educational interventions to prevent, diagnose, treat or ameliorate such difficulties. The book brings together studies from different disciplines, including developmental psychology, neuroscience and education, and includes perspectives from practicing teachers.
The book is divided into three major sections. The first includes chapters about the nature and characteristics of mathematical difficulties in the population as a whole, in relation to both psychology and education. The second deals with mathematical difficulties in children with other problems such as specific language impairment and dyslexia. The third discusses methods of interventions aimed at preventing, treating or ameliorating mathematical difficulties, and will include discussions of assessment and diagnosis.

Exam Board: Edexcel Level: GCSE Subject: Maths First teaching: September 2015 First exams: June 2017 Problem-solving and reasoning questions included throughout. Exam-style questions give students exposure to the sort of questions they will need to answer in their exam. Problem-solving lessons build up strategies from the Student Book so that students need to choose the most appropriate strategy. Mixed problem-solving questions drawing on knowledge from this and previous chapters in the book give students the opportunity to practice using this strategy.

A volume in Research in Mathematics Education Series Editor Barbara J. Dougherty, University of Mississippi This monograph reports on an analysis of a small part of the mathematics curriculum, the definitions given to quadrilaterals. This kind of research, which we call micro-curricular analysis, is often undertaken by those who create curriculum, but it is not usually done systematically and it is rarely published. Many terms in mathematics education can be found to have different definitions in mathematics books. Among these are ""natural number,"" ""parallel lines"" and ""congruent triangles,"" ""trapezoid"" and ""isosceles trapezoid,"" the formal definitions of the trigonometric functions and absolute value, and implicit definitions of the arithmetic operations addition, subtraction, multiplication, and division. Yet many teachers and students do not realize there is a choice of definitions for mathematical terms. And even those who realize there is a choice may not know who decides which definition of any mathematical term is better, and under what criteria. Finally, rarely are the mathematical implications of various choices discussed.As a result, many students misuse and otherwise do not understand the role of definition in mathematics. We have chosen in this monograph to examine a bit of mathematics for its definitions: the quadrilaterals. We do so because there is some disagreement in the definitions and, consequently, in the ways in which quadrilaterals are classified and relate to each other. The issues underlying these differences have engaged students, teachers, mathematics educators, and mathematicians. There have been several articles and a number of essays on the definitions and classification of quadrilaterals. But primarily we chose this specific area of definition in mathematics because it demonstrates how broad mathematical issues revolving around definitions become reflected in curricular materials. While we were undertaking this research, we found that the area of quadrilaterals supplied grist for broader and richer discussions than we had first anticipated. The intended audience includes curriculum developers, researchers, teachers, teacher trainers, and anyone interested in language and its use.

Increase students' skills, confidence and chance of success in their National 5 Maths exam, with full course coverage delivered through the trusted TeeJay approach. This book provides hundreds of practice questions, with progression and consolidation - the core TeeJay philosophy - underpinning every exercise and chapter. - Use Book 4+, followed by Book N5, to cover the entire National 5 course - Chapter Zero revises all of the strands from Third Level - Every chapter ends with 'Remember Remember' exercises for revision and assessment - Every third chapter ends with 'Practice Makes Perfect' exercises that consolidate learning across those 3 chapters, plus cumulative exercises based on all chapters up to that point - Plenty of non-calculator exercises are included to enhance numeracy skills - Answers for all questions are in the back of the book; answers for the 'Practice Makes Perfect' home exercises are available on the TeeJay Maths website

The goal of this series is to use teachers' accounts of classroom inquiry to make public and explicit the processes of doing research in classrooms. Teaching is a complex, multi-faceted task, and this complexity often is not captured in research articles. Our goal is to illuminate this complexity. Research that is done in classrooms by and with teachers is necessarily messy, and our stance is that the ways in which this is so should be articulated, not hidden. Through the chapters in this volume we learn about the questions that capture the attention of teachers, the methodologies they use to gather data, and the ways in which they make sense of what they find. Some of the research findings could be considered preliminary, others confirmatory, and some may be groundbreaking. In all cases, they provide fodder for further thinking and discussion about critical aspects of mathematics education.

Die Nuwe Alles-In-Een reeks is volledig hersien en aangepas volgens die Kurrikulum-en asesseringsbeleidsverklaring. Is beskikbaar vir die vakke Huistaal, Wiskunde en Lewensvaardighede. Kan per vak of as pakket gebruik word. Is beskikbaar vir Gr R-3. Word gebruik saam met die gratis werkvelle op die CD in die Onderwysersgids.

Revise smart and save time! NEW REVISE Edexcel GCSE (9-1) Mathematics Foundation Revision Flash Cards are perfect for students who want to turbocharge their revision time! Each pack includes access to a FREE online edition of the REVISE Edexcel GCSE (9-1) Mathematics Foundation Revision Guide and contains: 100 Revision Flash Cards and three organising dividers (with a handy 'how to use' guide) Multiple choice questions and answers Worked examples Topic summaries and key facts to remember

This volume was written primarily for teachers who have developed (or who are being encouraged to develop) an awareness of and commitment to teaching mathematics for understanding. The research findings presented in these chapters suggest instructional implications worthy of these teachers' consideration. Often, the authors in this volume describe instructional practices or raise issues that have the potential to broaden views of teaching and learning mathematics. These chapters provide interesting problems and tasks used in the authors' work that readers can use in their own classrooms. The volume can also be used with courses for preservice and inservice teachers, collaborative teacher study groups, and other professional activities. A hallmark of good research is its connection to the relevant literature in the field, and the authors of this volume have themselves drawn from the research literature to inform their work. The reference lists accompanying these chapters can be useful resources and should not be overlooked. Most importantly for teacher education, this volume showcases the variety of ways teachers can become engaged in research, and we hope that readers will recognize that teacher research can be both accessible and beneficial in the preparation and professional development of teachers. This is not to suggest, however, that this volume is intended only for teachers and teacher educators. It is also intended to be an interesting, informative resource for other researchers, school administrators, and policy makers. The research presented in this volume is intended to provide an opportunity for those outside the classroom to gain insight into the kinds of issues that matter to teachers, the ways in which those issues might be researched, and the contributions that classroom research makes to mathematics education.

A Volume in The Montana Mathematics Enthusiast: Monograph Series in Mathematics EducationSeries Editor Bharath Sriraman, The University of MontanaThe intent of this monograph is to showcase successful implementation ofmathematical discourse in the classroom. Some questions that might beaddressed are: * How does a teacher begin to learn about using discourse purposefully toimprove mathematics teaching and learning?* How is discourse interwoven into professional development content courses toprovide teachers with the tools necessary to begin using discourse in their ownclassrooms?* What does a discourse-rich classroom look like and how is it different from other classrooms, from both theteacher's and the students' perspectives?* How can teachers of pre-service teachers integrate discourse into their content and methods courses?* How can we use discourse research to inform work with teachers, both pre- and in-service, for example, to helpthem know how to respond to elicited knowledge from students in their classrooms?* What are the discourse challenges in on-line mathematics courses offered for professional development? Canon-line classrooms also be discourse-rich? What would that look like?* In what ways does mathematical discourse differ from discourse in general?

The driving forces behind mathematics learning trajectories is the need to understand how children actually learn and make sense of mathematics-how they progress from prior knowledge, through intermediate understandings, to the mathematics target understandings-and how to use these insights to improve instruction and student learning. In this book, readers will come to understand what learning trajectories are, the research and methodology that are necessary for developing them, and gain insight into potential applications of learning trajectories. A synthesis and research outcome in their own right, learning trajectories provide detailed description of instructionally-grounded development of mathematical concepts and reasoning from the perspective of student learning, and, overall, building on decades of accumulated experience in mathematics education research. However, their greater importance may lie in their potential as frameworks that contribute an unprecedented coherence across classroom instruction, professional development, standards, and assessment, by focusing squarely on conceptual understanding and reasoning instead of assessment-driven procedural knowledge. This potential was sufficiently compelling as an organizing framework to have been cited as a basis for the Common Core mathematics standards, the new mathematics learning expectations that are now consistent across most of the United States. (Among the conference attendees were the writers of the Common Core State Standards for Mathematics, at the beginning of the Standards drafting process.) This book is an outgrowth of a conference on learning trajectories, hosted in 2009 at North Carolina State University, which examined research on learning trajectories. An overarching message of the chapters in this volume is that learning trajectories, by focusing on how children's mathematical reasoning develops, are coming into their own as a rigorous underpinning for both instruction and accountability. Some of the learning scientists featured in this volume have played major roles learning trajectories' evolution--from small-scale day-to-day conjectures by individual teachers, to systematic research endeavors that teachers and scientists alike can use to interpret standards, plan instruction, and formatively assess student work. The work in this volume will be of interest to mathematics educators, teachers, and professional development specialists.

Collins International Primary Maths supports best practice in primary maths teaching, whilst encouraging teacher professionalism and autonomy. A wealth of supporting digital assets are provided for every lesson, including slideshows, tools and games to ensure they are rich, lively and engaging. Each lesson is based on a 'big idea', providing an engaging, exciting theme which is anchored in a real-life international context. Activities, exercises and investigations provide opportunities for learners to apply their knowledge, skills and understanding of the mathematics they are learning. The course develops learners' Thinking and Working Mathematically skills and offers opportunities for group and individual learning. The series also supports Cambridge Global Perspectives (TM) with activities that develop and practise key skills. Provides learner support as part of a set of resources for the Cambridge Primary curriculum framework (0096) from 2020. This series is endorsed by Cambridge Assessment International Education to support the new curriculum framework 0096 from 2020.

It could happen in the morning during homework review. Or perhaps it happens when listening to students as they struggle through a challenging problem. Or maybe even after class, when planning a lesson. At some point, the question arises: How do I influence students' learning-what's going to generate that light bulb "aha" moment of understanding? In this sequel to the megawatt best seller Visible Learning for Mathematics, John Almarode, Douglas Fisher, Nancy Frey, John Hattie, and Kateri Thunder help you answer that question by showing how Visible Learning strategies look in action in the mathematics classroom. Walk in the shoes of elementary school teachers as they engage in the 200 micro-decisions-per-minute needed to balance the strategies, tasks, and assessments seminal to high-impact mathematics instruction. Using grade-leveled examples and a decision-making matrix, you'll learn to Articulate clear learning intentions and success criteria at surface, deep, and transfer levels Employ evidence to guide students along the path of becoming metacognitive and self-directed mathematics achievers Use formative assessments to track what students understand, what they don't, and why Select the right task for the conceptual, procedural, or application emphasis you want, ensuring the task is for the right phase of learning Adjust the difficulty and complexity of any task to meet the needs of all learners It's not only what works, but when. Exemplary lessons, video clips, and online resources help you leverage the most effective teaching practices at the most effective time to meet the surface, deep, and transfer learning needs of every student.