Supporting Mathematical Thinking

Author: Anne Watson
Publisher: Routledge
ISBN: 1135395861
Format: PDF
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To what extent do curriculum subjects, particularly highly abstract ones such as Mathematics, have their own unique special needs? This book celebrates the work done by subject specialists in mainstream classrooms to promote inclusive practice. It describes new and creative ways of developing mathematical thinking among pupils. Each chapter demonstrates reflective minds at work, close observation of learners, willingness to understand the students’ thinking process and patient commitment to students over long periods of time. Features of the book include: how low-attaining students can think mathematically numeracy recovery task refusal in primary mathematics progression in written calculation strategies for division using graphic calculators with low-attaining pupils generalising arithmetic: an alternative to algebra learning support assistants in mathematics lessons inclusion and entitlement, equality of opportunity and quality of curriculum provision.

Raising Achievement In Secondary Mathematics

Author: Watson, Anne
Publisher: McGraw-Hill Education (UK)
ISBN: 0335218601
Format: PDF, ePub, Docs
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A guide to teaching lower attaining students in secondary mathematics offers an alternative view of attainment and capability, arguing that teaching should be based on a learner's proficiency, rather than on knowledge deficits.

Key Ideas in Teaching Mathematics

Author: Anne Watson
Publisher: OUP Oxford
ISBN: 0191643424
Format: PDF, ePub, Docs
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Big ideas in the mathematics curriculum for older school students, especially those that are hard to learn and hard to teach, are covered in this book. It will be a first port of call for research about teaching big ideas for students from 9-19 and also has implications for a wider range of students. These are the ideas that really matter, that students get stuck on, and that can be obstacles to future learning. It shows how students learn, why they sometimes get things wrong, and the strengths and pitfalls of various teaching approaches. Contemporary high-profile topics like modelling are included. The authors are experienced teachers, researchers and mathematics educators, and many teachers and researchers have been involved in the thinking behind this book, funded by the Nuffield Foundation. An associated website, hosted by the Nuffield Foundation, summarises the key messages in the book and connects them to examples of classroom tasks that address important learning issues about particular mathematical ideas.

New Directions for Situated Cognition in Mathematics Education

Author: Anne Watson
Publisher: Springer Science & Business Media
ISBN: 0387715770
Format: PDF, Docs
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This book draws together a range of papers by experienced writers in mathematics education who have used the concept of situated cognition in their research within recent years. No other books are available which take this view specifically in mathematics education. Thus it provides an up-to-date overview of developments and applications to which other researchers can refer and which will inspire future research.

Building Learning in Mathematics

Author: Stephanie Prestage
Publisher: Network Continuum
ISBN: 9781855392281
Format: PDF, ePub, Mobi
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Part of the major newá Pocket PALáSeries, this one looks at the concept of Deep Progress in Mathematics (not as foreboding as it sounds!)

Mentoring In Mathematics Teaching

Author: Barbara Jaworski
Publisher: Routledge
ISBN: 131785618X
Format: PDF, ePub, Docs
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The arena in which the preparation of student-teachers for the teaching of mathematics takes place is shifting its foundations and moving its boundaries. The whole basis of teacher education at secondary level is in flux with a move towards teacher-education programmes which are largely school based. Increasingly, there is seen to be an important role for the school teacher who acts as mentor to the student teacher in some relationship with a tutor from the initial training i nstitution.; Teachers who are being encouraged to take on the mentoring role need preparation for its demands and teacher education courses need increasingly to make provision for the education and support of mentors. The purpose of this book is to discuss the mentoring process, to provide ideas and to highlight issues. It provides both practical help and guidance, and a philosophical consideration of the development of mathematics teachers and teaching.