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Responding to widespread interest within cultural studies and
social inquiry, this book addresses the question 'what is a
mathematical concept?' using a variety of vanguard theories in the
humanities and posthumanities. Tapping historical, philosophical,
sociological and psychological perspectives, each chapter explores
the question of how mathematics comes to matter. Of interest to
scholars across the usual disciplinary divides, this book tracks
mathematics as a cultural activity, drawing connections with
empirical practice. Unlike other books in this area, it is highly
interdisciplinary, devoted to exploring the ontology of mathematics
as it plays out in different contexts. This book will appeal to
scholars who are interested in particular mathematical habits -
creative diagramming, structural mappings, material agency,
interdisciplinary coverings - that shed light on both mathematics
and other disciplines. Chapters are also relevant to social
sciences and humanities scholars, as each offers philosophical
insight into mathematics and how we might live mathematically.
An insightful, myth-busting book based on one core belief: maths
doesn't have to be scary! Exploring the many myths around teaching
and learning mathematics, this book offers practical strategies to
implement new ways of thinking and inspire teacher and pupil
confidence in every primary maths lesson. Whether you're an ECT
finding your way around the maths curriculum, or an experienced
teacher looking to boost your practice, this book is full of
in-depth case studies, inventive lesson ideas and easy-to-digest
theory to make maths enjoyable and accessible for you and your
pupils. From 'maths is always right or wrong' to 'maths is for some
people not others', Professor Alf Coles and Professor Nathalie
Sinclair explain why these common dogmas inhibit learners and
contribute to the maths anxiety that many children and even
teachers face. Other chapters include a practical focus, explaining
ideas such as choral counting in steps as a whole class and
presenting a maths question as a 'soap opera', as well as real-life
case studies for using Cuisenaire rods and climate change
statistics to engage and inspire pupils. This is the perfect book
for primary teachers looking to reignite a love of mathematics in
their classroom and improve learning outcomes for all pupils.
What comes first, class management or student engagement? How can
the 'real world' be used to engage learners? What is the role of
technology in engaging students? And is 'understanding' or 'exam
success' more engaging? In the modern world, success in school
mathematics can determine life chances. It is therefore vital to
engage children and young people in learning mathematics. Engaging
in Mathematics in the Classroom brings together the debates
concerning mathematical engagement and draws on first-hand
experience and key research to promote successful classroom
practice. It considers what engagement looks like at different ages
and the implications of this for the classroom. Accessibly written
with examples of successful classroom practice, activities and
projects, the book covers: Planning and managing engagement in
learning; Mathematical understandings and meanings; Early Primary
and the number system; Primary/Secondary Transition and geometrical
thinking; Secondary school: Adolescence and algebraic activity;
Post-16 and infinity; Learning across the lifespan. Written by a
leading authority in the field, this timely text will be essential
reading for all trainee and practising teachers of mathematics.
What comes first, class management or student engagement? How can
the 'real world' be used to engage learners? What is the role of
technology in engaging students? And is 'understanding' or 'exam
success' more engaging? In the modern world, success in school
mathematics can determine life chances. It is therefore vital to
engage children and young people in learning mathematics. Engaging
in Mathematics in the Classroom brings together the debates
concerning mathematical engagement and draws on first-hand
experience and key research to promote successful classroom
practice. It considers what engagement looks like at different ages
and the implications of this for the classroom. Accessibly written
with examples of successful classroom practice, activities and
projects, the book covers: Planning and managing engagement in
learning; Mathematical understandings and meanings; Early Primary
and the number system; Primary/Secondary Transition and geometrical
thinking; Secondary school: Adolescence and algebraic activity;
Post-16 and infinity; Learning across the lifespan. Written by a
leading authority in the field, this timely text will be essential
reading for all trainee and practising teachers of mathematics.
'This book moves us beyond a theoretical pondering of the issues
and makes concrete suggestions for teachers and students for how
things can be different in mathematics classrooms. This is long
overdue.' Peter Gates, University of Nottingham Teaching
Mathematics as if the Planet Matters explores how Mathematics
teachers can develop approaches to curriculum and learning which
help students understand the nature of the contemporary world. It
sets out a model for teaching and learning that allows teachers to
examine existing approaches to teaching and draw upon the insights
of mathematics as a discipline to help students relate classroom
mathematics to global issues such as climate change, the economy,
food supplies, biodiversity, human rights, and social justice.
Including practical examples, suggestions for teaching activities
and detailed further reading sections, the book covers: the
mathematics of description in the measuring, recording and
statistical analysis that informs our knowledge of climate change,
consumption and sustainability; the mathematics of prediction in
the modelling used by governments, scientists and businesses to
plan roads, power stations and food supplies and their effects; the
mathematics of communication in the news reports, blogs and
environmental campaigns, incomplete without graphs, charts and
statistics. The true worth of a school subject is revealed in how
far it can account for and respond to the major issues of the time.
The issue of the environment cuts across subject boundaries and
requires an interdisciplinary response. Mathematics teachers are
part of that response and they have a crucial role in helping
students to respond to environmental issues and representations.
'This book moves us beyond a theoretical pondering of the issues
and makes concrete suggestions for teachers and students for how
things can be different in mathematics classrooms. This is long
overdue.' Peter Gates, University of Nottingham Teaching
Mathematics as if the Planet Matters explores how Mathematics
teachers can develop approaches to curriculum and learning which
help students understand the nature of the contemporary world. It
sets out a model for teaching and learning that allows teachers to
examine existing approaches to teaching and draw upon the insights
of mathematics as a discipline to help students relate classroom
mathematics to global issues such as climate change, the economy,
food supplies, biodiversity, human rights, and social justice.
Including practical examples, suggestions for teaching activities
and detailed further reading sections, the book covers: the
mathematics of description in the measuring, recording and
statistical analysis that informs our knowledge of climate change,
consumption and sustainability; the mathematics of prediction in
the modelling used by governments, scientists and businesses to
plan roads, power stations and food supplies and their effects; the
mathematics of communication in the news reports, blogs and
environmental campaigns, incomplete without graphs, charts and
statistics. The true worth of a school subject is revealed in how
far it can account for and respond to the major issues of the time.
The issue of the environment cuts across subject boundaries and
requires an interdisciplinary response. Mathematics teachers are
part of that response and they have a crucial role in helping
students to respond to environmental issues and representations.
This book is about a collaboration between two mathematics
teachers. It offers a historical narrative of their joint research
into what is involved in becoming a teacher of mathematics. This is
a story of change and the process of change. Laurinda Brown and Alf
Coles have collaborated for over 10 years, researching strategies
for the teaching of mathematics. Their work is valued in both the
research and teaching communities: ..". worldwide research projects
in the development of teaching in mathematics education tend to
encourage models of critically reflective practice ... t]his type
of research is well illustrated by the work of Coles and Brown."
(from Nickson, M. (2003) 'A review of BSRLM research, 1995-2002'
(ed. J. Winter), British Society for Research into Learning
Mathematics, Monograph Series: Number 1, Totton, Hampshire 2003).
Laurinda Brownteaches at the University of Bristol, Graduate School
of Education, having previously been a mathematics teacher and a
curriculum developer. Alf Coles teaches at Kingsfield School, South
Gloucestershire. He is also doing a part-time PhD at the University
of Bristol, taking on the ideas of 'listening' that are detailed in
the last chapter of this book.
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