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'.