Primary Mathematics: Integrating Theory with Practice is a comprehensive introduction to teaching mathematics in Australian primary schools. Closely aligned with the Australian Curriculum, it provides a thorough understanding of measurement, geometry, patterns and algebra, data and statistics, and chance and probability.
Primary Mathematics: Integrating Theory with Practice is a comprehensive introduction to teaching mathematics in Australian primary schools. Closely aligned with the Australian Curriculum, it provides a thorough understanding of measurement, geometry, patterns and algebra, data and statistics, and chance and probability. The fourth edition provides support for educators in key aspects of teaching: planning, assessment, digital technologies, diversity in the classroom and integrating mathematics content with other learning areas. It also features a new chapter on the role of education support in the mathematics classroom. Each chapter has been thoroughly revised and is complemented by classroom snapshots demonstrating practical application of theories, activities to further understanding and reflection questions to guide learning. New in this edition are 'Concepts to consider', which provide a guided explanation and further discussion of key concepts to support pre- and in-service teachers' learning and teaching of the fundamentals of mathematics.
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Primary Mathematics: Integrating Theory with Practice is a comprehensive introduction to teaching mathematics in Australian primary schools.
1. Teaching mathematics today with tomorrow in mind;
2. Exploring early mathematical development;
3. Exploring measurement;
4. Exploring geometry;
5. Exploring whole number computation;
6. Part-whole numbers and proportional reasoning;
7. Exploring patterns and algebra;
8. Exploring data and statistics;
9. Exploring chance and probability;
10. Capitalising on assessment for, of and as learning;
11. Planning for mathematics teaching in the 21st century classroom;
12. Diversity in the primary mathematics classroom;
13. General capabilities and cross-curriculum priorities;
14. STEM in the primary setting;
15. Surviving as an 'out of field' teacher of mathematics;
16. Teaching mathematics beyond the urban areas;
17. Digital technologies in the mathematics classroom;
18. Education support roles;
19. Becoming a teacher of mathematics.
Penelope Baker is Professor of Mathematics Education at the University of New England. She has worked on various development projects in Pacific Island contexts and is actively involved in research in the areas of primary, secondary and pre-service mathematics education. Penelope's research interests include assessment for learning practices, making the most of available tools in the mathematics classroom to actively engage students, and providing community-focused opportunities for teacher education in remote locations. Rosemary Callingham AM is an Adjunct Associate Professor at the University of Tasmania. She has an extensive background in mathematics education in Australia, at school, system and tertiary levels, including mathematics curriculum development and implementation, large-scale testing and pre-service teacher education. Rosemary's research interests include teachers' pedagogical content knowledge, statistical literacy, mental computation and assessment of mathematics and numeracy. In 2020, she was honoured as Member of the Order of Australia for services to Mathematics Education, Teacher Development and the Community. Tracey Muir is Professor in Education at the Australian Catholic University (Brisbane). Her teaching expertise has been recognised through a number of awards, including an Office for Learning and Teaching Award for Teaching Excellence and a VC Teaching Excellence Award. Tracey is an Executive Member of the Mathematics Association of Tasmania, and a previous editor of Australian Primary Mathematics Education and the Mathematics Teacher Education and Research Journal. Her research interests include effective teaching of numeracy, student engagement, making mathematical thinking visible, and teacher knowledge. Tracey regularly conducts professional learning for teachers and has delivered workshops, presentations and keynote addresses at state, national and international conferences.
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