'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.