Mathematics Education identifies some of the most significant issues in mathematics education today. Pulling together relevant articles from authors well-known in their fields of study, the book addresses topical issues such as:

• gender
• equity
• attitude
• teacher belief and knowledge
• community of practice
• autonomy and agency
• assessment
• technology.

The subject is dealt with in three parts: culture of the mathematics classroom, communication in mathematics classrooms and pupils' and teachers' perceptions.
Students on postgraduate courses in mathematics education will find this book a valuable resource. Students on BEd and PGCE courses will also find this a useful source of reference as will teachers of mathematics, mentors and advisers.

Learning to Teach Mathematics in the Secondary School combines theory and practice to present a broad introduction to the opportunities and challenges of teaching mathematics in the secondary school classroom. This fourth edition has been fully updated to reflect the latest changes to the curriculum and research in the field, taking into account key developments in teacher training and education, including examinations and assessment. Written specifically with the new and student teacher in mind, the book covers a wide range of issues related to the teaching of mathematics, such as: why we teach mathematics the place of mathematics in the National Curriculum planning, teaching and assessing for mathematics learning how to communicate mathematically using digital technology to advance mathematical learning working with students with special educational needs post-16 teaching the importance of professional development the affective dimension when learning mathematics, including motivation, confidence and resilience Already a major text for many university teaching courses, this revised edition features a glossary of useful terms and carefully designed tasks to prompt critical reflection and support thinking and writing up to Masters Level. Issues of professional development are also examined, as well as a range of teaching approaches and styles from whole-class strategies to personalised learning, helping you to make the most of school experience, during your training and beyond. Designed for use as a core textbook, Learning to Teach Mathematics in the Secondary School provides essential guidance and advice for all those who aspire to be effective mathematics teachers.

Series Information:
Researching Mathematics Learning

Learning to Teach Mathematics in the Secondary School combines theory and practice to present a broad introduction to the opportunities and challenges of teaching mathematics in the secondary school classroom. This fourth edition has been fully updated to reflect the latest changes to the curriculum and research in the field, taking into account key developments in teacher training and education, including examinations and assessment. Written specifically with the new and student teacher in mind, the book covers a wide range of issues related to the teaching of mathematics, such as: why we teach mathematics the place of mathematics in the National Curriculum planning, teaching and assessing for mathematics learning how to communicate mathematically using digital technology to advance mathematical learning working with students with special educational needs post-16 teaching the importance of professional development the affective dimension when learning mathematics, including motivation, confidence and resilience Already a major text for many university teaching courses, this revised edition features a glossary of useful terms and carefully designed tasks to prompt critical reflection and support thinking and writing up to Masters Level. Issues of professional development are also examined, as well as a range of teaching approaches and styles from whole-class strategies to personalised learning, helping you to make the most of school experience, during your training and beyond. Designed for use as a core textbook, Learning to Teach Mathematics in the Secondary School provides essential guidance and advice for all those who aspire to be effective mathematics teachers.

Fundamental Constructs in Mathematics Education is a unique sourcebook crafted from classic texts, research papers and books in mathematics education. Linked together by the editors' narrative, the book provides a fascinating examination of, and insight into, key constructs in mathematics education and how they link together. The choice of constructs is based on (some of) the many constructs which have proved fruitful in research and which have informed choices made by teachers. The book is divided into two parts: learning and teaching. The first part includes views about how people learn - from Plato to Dewey, as well as constructivism, activity theory and French didactiques. The second part includes extracts concerned with initiating, sustaining and bringing to a conclusion learners' work on mathematical tasks. Fundamental Constructs in Mathematics Education provides access to a wide range of constructs in mathematics education and orients the reader towards important original sources.

The book deals with important matters around leading a mathematics department, and some approaches to dealing with those matters, in ways which promote reflection and enquiry as a route to excellence. There is a movement toward building a successful cadre of mathematics teachers led by the NCETM and subject associations reflected in the new Chartered Mathematics Teacher qualification and masters in leadership for new and aspiring heads of department. This book is born of this movement, and deals with some of the issues that new and aspiring heads of department will have to address as they start on this endeavour. In order to compile this book, the authors invited respected mathematics educators and theorists to contribute, asking them to be very clear that they were 'putting theory into practice' for subject leaders in mathematics. Many of the authors work alongside current leaders of mathematics departments and the others are actively engaged in schools or with teachers of mathematics. A stimulating read for all current and aspiring heads of department.

Mathematics seems, on the face of it, a cut and dried subject. But does being able to "do" mathematics mean being competent at techniques? Understanding how ideas and techniques fit together? Using basic principles in problem-solving? Something else...or all of these? This book addresses these questions through a definition of learning as transformation in the way that learners perceive or think. Learners increase their choice of actions and develop their powers to think mathematically and their competence and fluency in using specific techniques and language and their appreciation of how ideas fit together.

'Beginning and established teachers of mathematics as well as teacher educators will all find this book a rich resource when focusing on the crucial issue of designing and using tasks to provoke real learning in mathematics. It has become a central feature of our PGCE course in mathematics'. David Wright, Tutor in mathematics education, University of Newcastle Mathematics seems, on the face of it, a cut and dried subject. But does being able to 'do' mathematics mean being competent at techniques? Understanding how ideas and techniques fit together? Using basic principles in problem-solving? Something else.or all of these? Designing and Using Mathematical Tasks addresses these questions by thinking about learning as transformation in the way that learners perceive or think. By being given appropriate tasks, learners increase their choice of actions and develop their powers to think mathematically. They also develop their competence and fluency in using specific techniques and language and their appreciation of how ideas fit together. Contents include: . Introduction: learning, teaching and behaviour: theory and practice . Mathematical topics . Mathematical tasks . Mathematical activity . Interaction . Progression in mathematics This book forms part of the Open University course ME825