|About the book|
"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:
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
|About the author|
Ian Thompson is Visiting Professor at Edge Hill University, UK, and was a member of the Advisory Group for the National Numeracy Strategy, to which he was seconded for two years.
|Table of contents|
Part 1: Setting the context
Swings and roundabouts
Part 2: Post-Williams issues
It ain't just what you do: Effective teachers of numeracy
Teaching for understanding/Understanding for teaching
Thinking aloud means talking allowed: Group work in the primary school mathematics classroom
Making connections: Teachers and children using resources effectively
Using problem solving approaches to learn mathematics
The role of ICT
Shaking the Foundations: Does the Early Years Foundation Stage provide a secure basis for early mathematics?
Home-school knowledge exchange
Part 3: Assessment issues
Assessment for learning: What's all the fuss about?
Children's mathematical understanding as 'work-in-progress': Learning from errors and misconceptions
Part 4: Calculation issues
Getting your head around mental calculation
The empty number line
Written calculation: Addition and subtraction
Progression in the teaching of multiplication
Progression in the teaching of division
Part 5: Special needs issues
Numbers Count: Developing a national approach to early intervention
The 'gifted and talented'