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This volume is designed to assist teachers to get the most out of
the textbooks or mathematics schemes used in their schools,
providing methods of extending the activities offered to learners.
The book: is intended to be used explicitly alongside existing
material; is a practical guide to methods of exploiting textbook
ideas and utilizing different resources; offers ways to analyze the
content of existing activities to create alternatives; and shows
how adapted activities can provide a varied learning environment to
maximize the learning potential of the pupil.;This book should be
suitable for students on BEd or PGCE courses who intend to teach
mathematics in secondary schools. It should also be of interest to
secondary mathematics teachers and heads of mathematics who wish to
enhance their own practice.
This book is designed to assist teachers to get the most out of the
textbooks or mathematics schemes used in their schools, providing
methods of extending the activities offered to learners.
National Numeracy Strategy (NNS) for Key Stage 3 will be introduced
into secondary schools in Septmeber 2001. The NNS document,
Framework for Teaching Mathematcics in Years 7 to 9, is based on
the National Curriculum, but offers a very different interpretation
of some of the expected learning outcomes from year 7 to 9.;This
practical book: interprets and explains the document for busy
practitioners; spells out the expectations of the framework and
offers guidance on how to fulfil these; describes and explains the
types of teaching methods for maximizing students' learning; and
includes many practical ideas for classroom activities within the
framework of the NNS.
National Numeracy Strategy (NNS) for Key Stage 3 will be introduced
into Secondary Schools in September 2001. The NNS document:
Framework for Teaching Mathematics in Years 7 to 9, is based on the
National Curriculum, but offers a very different interpretation of
some of the expected learning outcomes for year 7 to 9. This
practical book, interprets and explains the document for busy
practitioners, spells out the expectations of the framework and
offers guidance on how to fulfil these, describes and explains the
types of teaching methods for maximising students' learning, and
includes many practical ideas for classroom activities within the
framework of the NNS.
The concept of deep learning, as opposed to surface learning, is
being increasingly recognized by teachers and, here, Anne Watson
and her colleagues use it in connection with enabling so-far low
attaining students to recover their self-esteem and mathematical
capabilities. This essential guide for mathematics teachers will
help to change the focus from 'doing and finishing' to 'thinking
and learning'.
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