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Very little is known about the quality of the learning experiences
provided for pupils. This book contains the results of a major
research project, conducted in a sample of English primary schools,
in which particular attention was paid to the tasks children were
assigned, to the degree of match between assigned tasks and pupil
attainment, to the detailed observation of children at work. The
teacher's problems in assigning work appropriate to children's
attainments and the special problem of matching posed by the
transfer of children from one class to another were also subjected
to analysis. Lessons learned from the project were used as a basis
for the design of an in-service course for teachers. The course,
which was aimed at improving teachers' matching skills was closely
evaluated. The report contains data and analysis pertinent to each
of the above issues. The findings reveal that despite the
conscientious efforts of able teachers a number of serious issues
are apparent - particularly in areas such as classroom organization
and teacher diagnosis of children's work.
Having a deep understanding of the mathematical ideas and concepts
taught in the classroom is vital as a nursery or primary school
teacher. In order for children to get to grips with these concepts,
trainee teachers need to be aware of how they come to interpret and
understand them. Now in its 5th edition, this essential book helps
trainee teachers develop their own knowledge of key mathematical
ideas and concepts for the nursery and primary classroom. Now
focusing specifically on ages 3-7, it also supports trainees with
several age-appropriate classroom activities. As well as updates to
further reading suggestions and research focuses, this revised
edition includes new content on: Mastery in learning mathematics
Simple fractions Roman numerals Money as a form of measurement
This text is based on the author's research into primary school
teacher's stress. The research has been linked with the author's
belief in the need to understand ourselves, our personal and
professional situations and how they relate. The resulting book is
a practical text designed to address the reader in such a way that
they can readily identify with what is being discussed. Futhermore,
readers are encouraged to explore ways in which they can begin to
tackle their own problems.
Very little is known about the quality of the learning
experiences provided for pupils. This book contains the results of
a major research project, conducted in a sample of English primary
schools, in which particular attention was paid to the tasks
children were assigned, to the degree of match between assigned
tasks and pupil attainment, to the detailed observation of children
at work. The teacher s problems in assigning work appropriate to
children s attainments and the special problem of matching posed by
the transfer of children from one class to another were also
subjected to analysis. Lessons learned from the project were used
as a basis for the design of an in-service course for teachers. The
course, which was aimed at improving teachers matching skills was
closely evaluated. The report contains data and analysis pertinent
to each of the above issues. The findings reveal that despite the
conscientious efforts of able teachers a number of serious issues
are apparent particularly in areas such as classroom organization
and teacher diagnosis of children s work.
Contents: Introduction 1. Recruiting and Retaining Good Teachers: A Non-Trivial Facet of Education Policy 2. What Do Job Seekers Want? 3. What Factors Influence the Quality of Trainees' School Experience? 4. What Are Trainee Teachers Looking for in their First Posts? 5. What Do Teachers What? The Quality of Teachers Working Lives 6. How Do Schools Attract and Retain Good Supply Teachers? 7. So What Can Schools Do?
Sam - a young and enthusiastic trainee teacher - asked the class,
'What is the difference between 7 and 6?'. Jo's hand shot up and he
immediately responded, 'Well seven is all straight lines and sixes
are all curly.' How can you help children to make progress in
mathematical understanding? Children's mathematical misconceptions
very often arise as a result of poor communication. This practical
and innovative book presents a range of creative strategies to help
teachers communicate effectively in the mathematics classroom,
offering some new ways of presenting the fundamental concepts and
principles of mathematics, and clearly demonstrating that the most
effective form of communication is not always verbal. Each chapter
focuses on a theme or concept central to the numeracy strategy,
such as subtraction, shape and space, constructing and connecting
2D and 3D shapes, data-logging and graph interpretation, and
mathematical reasoning. Each chapter supports teachers' subject
knowledge as well as suggesting a range of communication strategies
(e.g. speaking, listening, drawing, role play, and visual methods
such as posters and ICT work) to help teachers and children to
share and build on their understanding. All of the activities have
been tried and tested in classrooms across Europe. Written by a
team of highly experienced teachers, the book will be valuable
reading for pre- and in-service teachers, teacher educators and
anyone who has an interest in extending the ways children actively
engage with mathematics. Teachers with EAL pupils in their class
may find it of particular value in communicating mathematical
concepts to those who find English difficult. The book is
accompanied by a DVD which includes video clips of children at work
in mathematics classrooms, software used in the project, copies of
material from the book and additional activities.
Focusing on the major topics underpinning professional studies
strands in primary and early years teacher education, Teaching
Children Three-Eleven provides indispensable coverage of vital
practical and conceptual issues that support good teaching
practice. This Third Edition of the popular textbook has been
carefully revised, following detailed lecturer feedback, to meet
the evolving needs of students training to teach across the three
to eleven age range. Featuring four new chapters on curriculum
development, cross-curricular teaching, diversity and inclusion,
and communication in the classroom, and engaging with the growing
need for Master's-level study in teacher education, the new edition
offers a balanced contemporary overview of modern teaching practice
in an engaging and accessible manner. This is essential reading for
all students on primary and early years initial teacher education
courses including undergraduate (BEd, BA with QTS), postgraduate
(PGCE, SCITT), and employment-based routes into teaching. It will
also be invaluable for those starting out on their professional
careers. Anne Cockburn is Professor of Early Years Education at the
University of East Anglia Graham Handscomb is Senior Manager in
Strategic Development, for School Improvement and Early Years at
Essex County Council
Sam - a young and enthusiastic trainee teacher - asked the class,
'What is the difference between 7 and 6?'. Jo's hand shot up and he
immediately responded, 'Well seven is all straight lines and sixes
are all curly.' How can you help children to make progress in
mathematical understanding? Children's mathematical misconceptions
very often arise as a result of poor communication. This practical
and innovative book presents a range of creative strategies to help
teachers communicate effectively in the mathematics classroom,
offering some new ways of presenting the fundamental concepts and
principles of mathematics, and clearly demonstrating that the most
effective form of communication is not always verbal. Each chapter
focuses on a theme or concept central to the numeracy strategy,
such as subtraction, shape and space, constructing and connecting
2D and 3D shapes, data-logging and graph interpretation, and
mathematical reasoning. Each chapter supports teachers' subject
knowledge as well as suggesting a range of communication strategies
(e.g. speaking, listening, drawing, role play, and visual methods
such as posters and ICT work) to help teachers and children to
share and build on their understanding. All of the activities have
been tried and tested in classrooms across Europe. Written by a
team of highly experienced teachers, the book will be valuable
reading for pre- and in-service teachers, teacher educators and
anyone who has an interest in extending the ways children actively
engage with mathematics. Teachers with EAL pupils in their class
may find it of particular value in communicating mathematical
concepts to those who find English difficult. The book is
accompanied by a DVD which includes video clips of children at work
in mathematics classrooms, software used in the project, copies of
material from the book and additional activities.
How do children relate to numbers and mathematics? How can they be
helped to understand and make sense of them? People are rarely
ambivalent towards mathematics, having either a love or hate
relationship with the subject, and our approach to it is influenced
by a variety of factors. How we are taught mathematics as children
plays a big role in our feelings towards it. Numbers play a large
part in our lives, and it is therefore beneficial to inspire a
positive attitude towards them at a young age. With contributors
comprised of teachers, teacher educators, mathematicians and
psychologists, Mathematical Misconceptions brings together
information about pupils' work from four different countries, and
looks at how children, from the ages of 3 - 11, think about numbers
and use them. It explores the reasons for their successes,
misunderstandings and misconceptions, while also broadening the
reader's own mathematical knowledge. Chapters explore: - the
seemingly paradoxical number zero - the concept of equality -
children's perceptions and misconceptions of adding, subtracting,
multiplying and dividing - the learning process - the ways in which
children acquire number concepts. This unique book will transform
the way in which primary school teachers think about mathematics.
Fascinating reading for anyone working with children of this age,
it will be of particular interest to teachers, trainee teachers and
teaching assistants. It will show them how to engage children in
the mysteries and delights of numbers.
How do children relate to numbers and mathematics? How can they be
helped to understand and make sense of them? People are rarely
ambivalent towards mathematics, having either a love or hate
relationship with the subject, and our approach to it is influenced
by a variety of factors. How we are taught mathematics as children
plays a big role in our feelings towards it. Numbers play a large
part in our lives, and it is therefore beneficial to inspire a
positive attitude towards them at a young age. With contributors
comprised of teachers, teacher educators, mathematicians and
psychologists, Mathematical Misconceptions brings together
information about pupils' work from four different countries, and
looks at how children, from the ages of 3 - 11, think about numbers
and use them. It explores the reasons for their successes,
misunderstandings and misconceptions, while also broadening the
reader's own mathematical knowledge. Chapters explore: - the
seemingly paradoxical number zero - the concept of equality -
children's perceptions and misconceptions of adding, subtracting,
multiplying and dividing - the learning process - the ways in which
children acquire number concepts. This unique book will transform
the way in which primary school teachers think about mathematics.
Fascinating reading for anyone working with children of this age,
it will be of particular interest to teachers, trainee teachers and
teaching assistants. It will show them how to engage children in
the mysteries and delights of numbers.
Having a deep understanding of the mathematical ideas and concepts
taught in the classroom is vital as a nursery or primary school
teacher. In order for children to get to grips with these concepts,
trainee teachers need to be aware of how they come to interpret and
understand them. Now in its 5th edition, this essential book helps
trainee teachers develop their own knowledge of key mathematical
ideas and concepts for the nursery and primary classroom. Now
focusing specifically on ages 3-7, it also supports trainees with
several age-appropriate classroom activities. As well as updates to
further reading suggestions and research focuses, this revised
edition includes new content on: Mastery in learning mathematics
Simple fractions Roman numerals Money as a form of measurement
Focusing on the major topics underpinning professional studies
strands in primary and early years teacher education, Teaching
Children Three-Eleven provides indispensable coverage of vital
practical and conceptual issues that support good teaching
practice. This Third Edition of the popular textbook has been
carefully revised, following detailed lecturer feedback, to meet
the evolving needs of students training to teach across the three
to eleven age range. Featuring four new chapters on curriculum
development, cross-curricular teaching, diversity and inclusion,
and communication in the classroom, and engaging with the growing
need for Master's-level study in teacher education, the new edition
offers a balanced contemporary overview of modern teaching practice
in an engaging and accessible manner. This is essential reading for
all students on primary and early years initial teacher education
courses including undergraduate (BEd, BA with QTS), postgraduate
(PGCE, SCITT), and employment-based routes into teaching. It will
also be invaluable for those starting out on their professional
careers. Anne Cockburn is Professor of Early Years Education at the
University of East Anglia Graham Handscomb is Senior Manager in
Strategic Development, for School Improvement and Early Years at
Essex County Council
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