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'This is an outstanding book: it should be high on the list of any
primary school teacher's set of references and a required text for
pre-service teachers.' Australian Primary Mathematics Classroom In
our technology-rich world, numeracy is just as important as the
smartphone in your pocket. Students need to develop mathematical
ways of seeing the world and strong problem-solving skills, and
those foundations are taught in the primary school classroom.
Teaching Mathematics in Primary Schools covers the mathematical
content taught in primary and middle years, always emphasising how
students can connect what they learn in mathematics with other
curriculum areas and with the world beyond the classroom. The
authors draw on the latest international research to show how
teachers can develop a rich repertoire of classroom teaching
techniques, and effective planning, assessment and reporting
methods. They outline approaches to creating supportive learning
environments for all students, and to building their knowledge and
confidence in using mathematics. This third edition has been
updated throughout and includes a new chapter on numeracy.
Evidence-based uses of digital technologies to support learning and
teaching are included in every chapter. With practical strategies
that can be implemented in the classroom, this book is an
invaluable resource for pre-service and early career primary and
middle years mathematics teachers.
This book draws on both in and out of school literacy practices
with teachers and families to enhance the numeracy of early
learners. It provides highly illustrative exemplars, targeted for
learners up to approximately eight years of age whose home language
differs from the language of instruction. It identifies the
challenges faced by these learners and their families, and shares
ways of building both literacy and numeracy skills for some of the
vulnerable learners nationally and internationally. The book shares
the outcomes and strategies for teaching mathematics to early years
learners and highlights the importance of literacy practices for
learners for whom the language of instruction is different from
their home language. Readers will gain a practical sense of how to
create contexts, classrooms and practices to scaffold these
learners to build robust understandings of mathematics.
Since its first publication, this book has established a strong
reputation for its valuable insights into the evidence-based
approaches to effectively teach primary mathematics and the
practical theory behind those teaching strategies. Based on the
latest international research, the expert authors focus on learning
outcomes and the general principles that underlie educational
practices rather than any specific curriculum. Current approaches
to mathematics education are explained and critiqued, and insights
into why some students have difficulties with mathematics are
provided. Teachers are shown how to encourage their students to
develop deep learning in mathematics, and to relate mathematics to
the rest of the curriculum. The book first examines the philosophy
behind mathematics and its impact on curriculum design, the history
of learning outcomes, and theories on how students learn
mathematics. The key areas of mathematics teaching are then
outlined in detail: number, probability and statistics,
measurement, geometry, and algebra. In each area, the emphasis is
on problem-solving. Finally, practical classroom issues are
discussed such as the trend towards developing students' capacity
to think mathematically, broad approaches to teaching mathematics,
planning for a whole school approach to mathematics, diversity and
access, and assessment, reporting and evaluation. A new focus on
numeracy and the integration of digital technologies to enhance
mathematics education have been incorporated in this edition.
Featuring practical activities that can be implemented in the
classroom, together with diagram, graphs, and other visual aids,
this book is an invaluable resource for university lecturers as
well as pre-service and in-service teachers.
Professor Stephen Lerman has been a leader in the field of
mathematics education for thirty years. His work is extensive,
making many significant contributions to a number of key areas of
research. Stephen retired from South Bank University in 2012, where
he had worked for over 20 years, though he continues to work at
Loughborough University. In this book several of his long standing
colleagues and collaborators reflect on his contribution to
mathematics education, and in so doing illustrate how some of
Steve's ideas and interventions have resulted in significant shifts
in the domain.
Professor Stephen Lerman has been a leader in the field of
mathematics education for thirty years. His work is extensive,
making many significant contributions to a number of key areas of
research. Stephen retired from South Bank University in 2012, where
he had worked for over 20 years, though he continues to work at
Loughborough University. In this book several of his long standing
colleagues and collaborators reflect on his contribution to
mathematics education, and in so doing illustrate how some of
Steve's ideas and interventions have resulted in significant shifts
in the domain.
This book draws on both in and out of school literacy practices
with teachers and families to enhance the numeracy of early
learners. It provides highly illustrative exemplars, targeted for
learners up to approximately eight years of age whose home language
differs from the language of instruction. It identifies the
challenges faced by these learners and their families, and shares
ways of building both literacy and numeracy skills for some of the
vulnerable learners nationally and internationally. The book shares
the outcomes and strategies for teaching mathematics to early years
learners and highlights the importance of literacy practices for
learners for whom the language of instruction is different from
their home language. Readers will gain a practical sense of how to
create contexts, classrooms and practices to scaffold these
learners to build robust understandings of mathematics.
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