Peter Tallant

Now in its third edition, Mathematics in the Primary School has been updated to reflect recent mathematics curriculum documentation and revised standards for QTS. Key areas include:The role of talk in learning mathsTeacher questioningDevelopment of children’s reasoningCreative engagement with maths Assessment for learning and self assessment Suggested resources for teachers including ICTProviding a coherent set of principles for teaching primary mathematics across the main topics in the curriculum, the authors explore children’s understanding of key areas of mathematics, at reception, infant and junior levels. Important principles and teaching approaches are identified, including the use of calculators and computers, and there is an emphasis on mental mathematics and problem solving supporting key issues raised by the Williams review (2008). Case studies are used throughout to illustrate how different teaching approaches are put into practice and how children respond to them, and there is advice on planning, organisation and assessment of mathematical learning in the classroom. Emphasising the importance of teachers’ own mathematical knowledge and offering clear guidance and practical advice, this book is essential reading for students, NQTs and practising teachers with a focus on primary mathematics.

Now in its third edition, Mathematics in the Primary School has been updated to reflect recent mathematics curriculum documentation and revised standards for QTS. Key areas include:The role of talk in learning mathsTeacher questioningDevelopment of children’s reasoningCreative engagement with maths Assessment for learning and self assessment Suggested resources for teachers including ICTProviding a coherent set of principles for teaching primary mathematics across the main topics in the curriculum, the authors explore children’s understanding of key areas of mathematics, at reception, infant and junior levels. Important principles and teaching approaches are identified, including the use of calculators and computers, and there is an emphasis on mental mathematics and problem solving supporting key issues raised by the Williams review (2008). Case studies are used throughout to illustrate how different teaching approaches are put into practice and how children respond to them, and there is advice on planning, organisation and assessment of mathematical learning in the classroom. Emphasising the importance of teachers’ own mathematical knowledge and offering clear guidance and practical advice, this book is essential reading for students, NQTs and practising teachers with a focus on primary mathematics.