| Description |
viii, 194 pages : illustrations ; 25 cm |
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text txt rdacontent |
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unmediated n rdamedia |
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volume nc rdacarrier |
| Bibliography |
Includes bibliographical references and index. |
| Contents |
pt. I: How children learn primary mathematics. Constructing mathematical knowledge. The neurological story ; Is there an innate ability to learn mathematics? ; Effecitve learning of mathematics -- Recalling and transferring mathematical knowledge. How we can help children recall and apply knowledge in new situations? ; Transfer (and generalization) -- Desirable outcomes and motivations. External pressures ; Motivation ; Engaging children in mathematics -- Independent mathematicans. What do we mean by independence? -- pt. II: The development of the primary mathematics curriculum. 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 -- Young children learning mathematics. Do babies have an innate ability to understand mathematics? ; Significant aspects of early mathematics learning -- The role of mental mathematics and its relationship to calculation. Confidence, rehearsal and flexibility ; Transition to written calculations -- Approaches to numerical calculation. Early number ; The numbers in-between -- Mathematics in context. Measures ; Data handling ; Ratio and proportion -- pt. III: Four key issues in learning primary mathematics. The role of the calculator. Questions often arising from calculator use -- 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 -- Difficult and easy. Learning, unlearning and relearning ; The nature of misconception ; Difficult mathematics ; Mathematically high attaining children? -- Relationships, patterns and generalization. Relationships ; Patterns ; Pattern-seeking skills ; Generalizing -- pt. IV: The teacher's influence on children learning primary mathematics. The nature of mathematical knowledge for teaching. Teacher beliefs ; Self-concept and confidence -- Creating a good learning environment. Teacher input ; Resources and displays ; Other environments ; Task type ; Working with others -- Teaching style. School structures ; Structure of the lesson ; Ways of teaching ; Task type -- The role of questioning in enhancing mathematical learning. Applying questioning strategies to stages of a lesson -- 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 -- 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 -- A teacher's voice. |
| Summary |
"Effective teaching is a combination of technical skills and knowledge but good teachers also need to understand how children learn and how they can most effectively be taught. Engaging Primary Children in Mathematics explores the various strategies for engaging children in mathematical learning in light of theory and practice and encourages readers to think about their own classroom approach to the teaching of primary mathematics. The importance of creating a learning environment in which children can learn to be young mathematicians, where they can explore, create and solve problems, cannot be underestimated. Margaret Sangster shows how readers can develop their practice by reviewing a range of approaches to the teaching of mathematics and the development of those young mathematicians, with examples of thought-provoking activities to inform their own practice"--Back cover |
| Subject |
Mathematics -- Study and teaching (Elementary)
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Mathematics -- Study and teaching (Elementary)
(OCoLC)fst01012272
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| ISBN |
9781472580276 (hb) |
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1472580273 (hb) |
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9781472580269 (pb) |
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1472580265 (pb) |
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9781472580290 (epdf) |
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9781472580283 (epub) |
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