| Acknowledgements |
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ix | |
| Preface |
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x | |
| Introduction |
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1 | (5) |
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Changes and developments in Primary Education as it applies to mathematics since 1989 |
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1 | (1) |
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2 | (1) |
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3 | (1) |
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The organization of the book |
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3 | (2) |
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5 | (1) |
| 1 The Principles of Good Teaching and Learning |
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6 | (25) |
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Introduction to the principles of good teaching and learning |
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6 | (1) |
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Progress towards a twenty-first-century curriculum |
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7 | (2) |
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Planning issues including daily lessons |
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9 | (2) |
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The requirement for inclusion |
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11 | (1) |
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Differentiation of work within the class |
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12 | (2) |
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14 | (1) |
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15 | (4) |
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The value of the use of resources |
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19 | (4) |
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23 | (1) |
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23 | (1) |
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24 | (5) |
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29 | (2) |
| 2 Using and Applying Mathematics Across the Primary Curriculum |
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31 | (15) |
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Introduction to using and applying mathematics since 1989 |
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31 | (1) |
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32 | (3) |
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35 | (3) |
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38 | (2) |
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40 | (2) |
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How to develop mathematical work that gives children the opportunity to use and apply their mathematical knowledge, skills and understanding |
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42 | (1) |
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43 | (2) |
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45 | (1) |
| 3 Teaching Problem Solving |
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46 | (21) |
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Introduction to problem solving |
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47 | (1) |
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The process of problem solving |
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48 | (1) |
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Teaching the skills and strategies of problem solving |
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49 | (1) |
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50 | (2) |
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Finding the right problems |
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52 | (3) |
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The teacher as a problem solver |
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55 | (1) |
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Making a problem accessible to children of different abilities |
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56 | (1) |
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57 | (2) |
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An example of a problem from a content-driven learning outcome that supports collaborative learning |
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59 | (1) |
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Teacher starting points, support and intervention during problem-solving activity |
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60 | (5) |
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65 | (1) |
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66 | (1) |
| 4 Mathematics Across the Curriculum, an Introduction |
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67 | (9) |
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The benefits of cross-curricular working |
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68 | (1) |
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Why it is beneficial for children to use and apply their mathematical skills, knowledge and understanding in new situations |
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69 | (1) |
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69 | (1) |
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Mathematics for its own sake |
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69 | (1) |
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70 | (1) |
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Adapting, combining and embedding mathematics within the curriculum |
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70 | (1) |
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How to combine/embed mathematics within other curriculum areas |
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71 | (1) |
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Checklist for successful cross-curricular work featuring mathematics |
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72 | (2) |
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74 | (2) |
| 5 Mathematics and Scientific and Technological Understanding |
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76 | (10) |
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76 | (5) |
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Mathematics and design and technology |
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81 | (4) |
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85 | (1) |
| 6 Mathematics and Historical and Geographical Understanding |
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86 | (9) |
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86 | (3) |
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Mathematics and geography |
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89 | (5) |
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94 | (1) |
| 7 Mathematics and Understanding the Arts |
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95 | (11) |
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Mathematics and art and design |
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95 | (5) |
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100 | (4) |
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Story books linked with the art work |
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104 | (1) |
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105 | (1) |
| 8 Mathematics and English, Communication and Languages |
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106 | (15) |
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106 | (10) |
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Mathematics and modern foreign languages (MFL) |
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116 | (4) |
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120 | (1) |
| 9 Mathematics and Understanding Physical Development, Health and Wellbeing |
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121 | (9) |
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Mathematics and physical education |
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121 | (4) |
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Mathematics and religious education |
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125 | (4) |
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129 | (1) |
| 10 The Use of Open-Ended Resources to Develop Children's Mathematical Thinking in the Early Years |
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130 | (16) |
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Introduction to the Early Years Foundation Stage (EYFS) |
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130 | (1) |
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131 | (1) |
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Developments specifically related to developing children's mathematical thinking and skills |
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132 | (2) |
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Case study – boxes and bags, buckets and buttons |
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134 | (12) |
| 11 The Impact of Extended Services on the Teaching and Learning of Mathematics |
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146 | (18) |
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Introduction to mathematics and extended schools facilities |
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146 | (2) |
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Examples of the range of mathematical support and activities available |
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148 | (1) |
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148 | (1) |
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Case Study – a mathematics trail based at a study support centre attached to League 1 Football Club |
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149 | (2) |
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151 | (1) |
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Case study – course for parents of pre-school children |
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152 | (5) |
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Two school-based courses involving parents |
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157 | (2) |
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Provision of mathematical resources for parents and children |
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159 | (4) |
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163 | (1) |
| Appendices |
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1 Table of educational developments since 1989 and their mathematical implications |
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164 | (4) |
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2 NCETM exemplification of TDA standards (as they apply to mathematics) for Qualified Teacher Status |
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168 | (14) |
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3 Opportunities to use ICT within the National Curriculum for Mathematics |
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182 | (2) |
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4 Examples of story books to inspire, enhance and inform mathematical work |
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184 | (3) |
| Index |
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187 | |
Lisainfo e-raamatute kohta