Issues in Teaching Numeracy in Primary Schools

✍ Scribed by Ian Thompson

• Publisher: Open University Press
• Year: 2010
• Tongue: English
• Leaves: 270
• Edition: 2nd
• Category: Library

✦ Synopsis

For more than a decade, the 'Thompson Trilogy' has chronicled the ebb and flow of primary mathematics in England, to the benefit of anyone with an interest in children's learning. The first edition anticipated the National Numeracy Strategy, helping teachers to understand and to implement the new pedagogies. Ian Thompson devotees, past and present, will be delighted with this new edition, which maps the territory in the post-strategy era. Although set in the contemporary context of the most recent Reports and Reviews, many of the issues addressed in this edition are timeless, This is an important book - for the present, and for posterity. Tim Rowland, University of Cambridge, UK The new edition of this bestselling book provides an accessible guide to a wide range of research evidence about teaching and learning mathematics. Major changes in the primary mathematics curriculum in recent years – such as those recommended in the National Numeracy Strategy, the Primary National Strategy, the Early Years Foundation Stage, the Williams, Rose and Alexander Reviews – are reflected throughout the book. The new edition comprises fourteen new chapters, including a section devoted to post-Williams issues and four popular chapters that have been retained and updated in light of the vast changes in the field. Key topics include: Using resources, ICT, AfL and problem solving approaches effectively Learning from errors and misconceptions Developing mental and written calculation The 'gifted and talented' Transition from EYFS into Key Stage 1 Intervention and the Every Child Counts programme This popular book is essential reading for all trainee and practising primary school teachers, classroom assistants and mathematics specialist teachers. Contributors: Mike Askew, Patrick Barmby, Meindert Beishuizen, Margaret Brown, Kev Delaney, Nick Dowrick, Sylvia Dunn, Richard English, Sue Gifford, Tony Harries, Steve Higgins, Jeremy Hodgen, Louise Matthews, Frank Monaghan, Mike Ollerton, Julie Ryan, Ian Thompson, John Threlfall, Julian Williams, Jan Winter

✦ Table of Contents

Front cover......Page 1
Half title page......Page 2
Title page......Page 4
Copyright page......Page 5
Contents......Page 6
Dedication......Page 8
Notes on contributors......Page 10
Editor’s preface......Page 16
SECTION 1 Setting the context......Page 18
1 Swings and roundabouts......Page 20
SECTION 2 Post-Williams issues......Page 44
2 It ain’t (just) what you do: effective teachers of numeracy......Page 48
3 Teaching for understanding/understanding for teaching......Page 62
4 Thinking aloud means talking allowed: group work in the primary school mathematics classroom......Page 75
5 Making connections: teachers and children using resources effectively......Page 89
6 Using problem-solving approaches to learn mathematics......Page 101
7 The role of ICT......Page 114
8 Shaking the foundations: does the Early Years Foundation Stage provide a secure basis for early mathematics?......Page 125
9 Home–school knowledge exchange......Page 135
SECTION 3 Assesment issues......Page 148
10 Assessment for learning: what is all the fuss about?......Page 150
11 Children’s mathematical understanding as a work in progress: learning from errors and misconceptions......Page 163
SECTION 4 Calculation issues......Page 176
12 Getting your head around mental calculation......Page 178
13 The empty number line......Page 191
14 Written calculation: addition and subtraction......Page 205
15 Progression in the teaching of multiplication......Page 216
16 Progression in the teaching of division......Page 227
SECTION 5 Special needs issues......Page 238
17 Numbers Count: developing a national approach to early intervention......Page 240
18 The ‘gifted and talented’......Page 252
Index......Page 266
Back cover......Page 270