In this fascinating book, Jenny Houssart draws on close observations with children in lower mathematics sets in primary schools to investigate why some children opt out of mathematics at an early age. After introducing us to the children, she addresses a particular type of mathematical task in each chapter, including:

• mental work
• practical work
• written work
• calculators and computers
• assessment tasks.

Through the use of stories and quotes, the author shows how the children respond to specific tasks and presents evidence of a range of difficulties that emerge as the children are working. Each chapter ends with discussions and implications for classroom practice.

Low Attainers in Primary Mathematics will be a useful resource for primary teachers, student teachers, SENCOs and teaching assistants who will all recognise these children from their own classrooms and draw insights from this highly readable book.

In this fascinating book, Jenny Houssart draws on close observations with children in lower mathematics sets in primary schools to investigate why some children opt out of mathematics at an early age. After introducing us to the children, she addresses a particular type of mathematical task in each chapter, including:

• mental work
• practical work
• written work
• calculators and computers
• assessment tasks.

Through the use of stories and quotes, the author shows how the children respond to specific tasks and presents evidence of a range of difficulties that emerge as the children are working. Each chapter ends with discussions and implications for classroom practice.

Low Attainers in Primary Mathematics will be a useful resource for primary teachers, student teachers, SENCOs and teaching assistants who will all recognise these children from their own classrooms and draw insights from this highly readable book.

To what extent do curriculum subjects, particularly highly abstract ones such as Mathematics, have their own unique special needs? This book celebrates the work done by subject specialists in mainstream classrooms to promote inclusive practice. It describes new and creative ways of developing mathematical thinking among pupils. Each chapter demonstrates reflective minds at work, close observation of learners, willingness to understand the students' thinking process and patient commitment to students over long periods of time. Features of the book include: how low-attaining students can think mathematically numeracy recovery task refusal in primary mathematics progression in written calculation strategies for division using graphic calculators with low-attaining pupils generalising arithmetic: an alternative to algebra learning support assistants in mathematics lessons inclusion and entitlement, equality of opportunity and quality of curriculum provision.

To what extent do curriculum subjects, particularly highly abstract ones such as Mathematics, have their own unique special needs? This book celebrates the work done by subject specialists in mainstream classrooms to promote inclusive practice. It describes new and creative ways of developing mathematical thinking among pupils. Each chapter demonstrates reflective minds at work, close observation of learners, willingness to understand the students' thinking process and patient commitment to students over long periods of time. Features of the book include: how low-attaining students can think mathematically numeracy recovery task refusal in primary mathematics progression in written calculation strategies for division using graphic calculators with low-attaining pupils generalising arithmetic: an alternative to algebra learning support assistants in mathematics lessons inclusion and entitlement, equality of opportunity and quality of curriculum provision.