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Details
Table of Contents
Part I: How children learn primary mathematics
1. Constructing mathematical knowledge
The neurological story
Is there an innate ability to learn mathematics?
Effecitve learning of mathematics
2. Recalling and transferring mathematical knowledge
How we can help children recall and apply knowledge in new situations?
Transfer (and generalization)
3. Desirable outcomes and motivations
External pressures
Motivation
Engaging children in mathematics
4. Independent mathematicans
What do we mean by independence?
Part II: The development of the primary mathematics curriculum
5. The map of mathematics
Progression through topics
A lack of progression
Connections across mathematical topics
The curriculum is the content
the maths to be taught
6. Young children learning mathematics
Do babies have an innate ability to understand mathematics?
Significant aspects of early mathematics learning
7. The role of mental mathematics and its relationship to calculation
Confidence, rehearsal and flexibility
Transition to written calculations
8. Approaches to numerical calculation
- Early number
The numbers in-between
9. Mathematics in context
Measures
Data handling
Ratio and proportion
Part III: Four key issues in learning primary mathematics
10. The role of the calculator
Questions often arising from calculator use
11. Children solving mathematical problems
Simple word problems
calculations with words
Why is problem solving generally so difficult?
Possible ways forward
Prompts to assist solving problems
12. Difficult and easy
Learning, unlearning and relearning
The nature of misconception
Difficult mathematics
Mathematically high attaining children?
13. Relationships, patterns and generalization
Relationships
Patterns
Pattern-seeking skills
Generalizing
Part IV: The teacher's influence on children learning primary mathematics
14. The nature of mathematical knowledge for teaching
Teacher beliefs
Self-concept and confidence
15. Creating a good learning environment
Teacher input
Resources and displays
Other environments
Task type
Working with others
16. Teaching style
School structures
Structure of the lesson
Ways of teaching
Task type
17. The role of questioning in enhancing mathematical learning
Applying questioning strategies to stages of a lesson
18. Planning for progress
Children's progress and achievement
Long-, medium-, and short-term planning
The shape of the lesson
Measuring progress
Creating a classroom where formative assessment can take place
19. Other factors influencing the teaching of mathematics
National and international league tables
The role of government in promoting primary school mathematics
Teacher training
Cultural and societal expectation
The curriculum
Social factors
20. A Teacher's voice.
1. Constructing mathematical knowledge
The neurological story
Is there an innate ability to learn mathematics?
Effecitve learning of mathematics
2. Recalling and transferring mathematical knowledge
How we can help children recall and apply knowledge in new situations?
Transfer (and generalization)
3. Desirable outcomes and motivations
External pressures
Motivation
Engaging children in mathematics
4. Independent mathematicans
What do we mean by independence?
Part II: The development of the primary mathematics curriculum
5. The map of mathematics
Progression through topics
A lack of progression
Connections across mathematical topics
The curriculum is the content
the maths to be taught
6. Young children learning mathematics
Do babies have an innate ability to understand mathematics?
Significant aspects of early mathematics learning
7. The role of mental mathematics and its relationship to calculation
Confidence, rehearsal and flexibility
Transition to written calculations
8. Approaches to numerical calculation
- Early number
The numbers in-between
9. Mathematics in context
Measures
Data handling
Ratio and proportion
Part III: Four key issues in learning primary mathematics
10. The role of the calculator
Questions often arising from calculator use
11. Children solving mathematical problems
Simple word problems
calculations with words
Why is problem solving generally so difficult?
Possible ways forward
Prompts to assist solving problems
12. Difficult and easy
Learning, unlearning and relearning
The nature of misconception
Difficult mathematics
Mathematically high attaining children?
13. Relationships, patterns and generalization
Relationships
Patterns
Pattern-seeking skills
Generalizing
Part IV: The teacher's influence on children learning primary mathematics
14. The nature of mathematical knowledge for teaching
Teacher beliefs
Self-concept and confidence
15. Creating a good learning environment
Teacher input
Resources and displays
Other environments
Task type
Working with others
16. Teaching style
School structures
Structure of the lesson
Ways of teaching
Task type
17. The role of questioning in enhancing mathematical learning
Applying questioning strategies to stages of a lesson
18. Planning for progress
Children's progress and achievement
Long-, medium-, and short-term planning
The shape of the lesson
Measuring progress
Creating a classroom where formative assessment can take place
19. Other factors influencing the teaching of mathematics
National and international league tables
The role of government in promoting primary school mathematics
Teacher training
Cultural and societal expectation
The curriculum
Social factors
20. A Teacher's voice.