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Covering the key principles and concepts in the teaching and learning of mathematics in primary schools, this text provides trainee and practising teachers with a quick and easy reference to what they need to know for their course, and in the classroom. The entries are arranged alphabetically, and each contains a brief definition, followed by an explanation and discussion, practical examples and annotated suggestions for further reading. Examples of the wide-ranging material include: Anxiety about mathematics; Assessment for Learning; Cognitive conflict; Concept learning; Creativity in…mehr
Covering the key principles and concepts in the teaching and learning of mathematics in primary schools, this text provides trainee and practising teachers with a quick and easy reference to what they need to know for their course, and in the classroom. The entries are arranged alphabetically, and each contains a brief definition, followed by an explanation and discussion, practical examples and annotated suggestions for further reading.
Examples of the wide-ranging material include: Anxiety about mathematics; Assessment for Learning; Cognitive conflict; Concept learning; Creativity in mathematics; Differentiation; Equivalence; Explanation; Investigation; Low attainment; Making connections; Meaningful context; Mental calculation; Numeracy; Play as a context for learning mathematics; Problem-solving; Questioning; Talk.
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Derek Haylock is an education writer, with an extensive list of publications in the field of mathematics education. He worked for over 30 years in teacher education, both initial and in-service, and was Co-Director of Primary Initial Teacher Training and responsible for the mathematics components of the primary programmes at the University of East Anglia (UEA) in Norwich. He has considerable practical experience of teaching and researching in primary classrooms. His work in mathematics education has taken him to Germany, Belgium, Lesotho, Kenya, Brunei, India and Sweden. As well as his publications in the field of education, he has written seven books of Christian drama for young people and a Christmas musical (published by Church House/National Society). For 15 years after his time at UEA, he was in great demand as a consultant and professional speaker. His work as a writer continues.
Inhaltsangabe
Introduction Aims of mathematics teaching Algorithm Anxiety about mathematics Assessment for learning Assessment for teaching Cognitive conflict Concept learning Conservation of quantity Constructivism Creativity in mathematics Cross-cultural mathematics Cross-curricular mathematics Deductive and inductive reasoning Differentiation Equivalence Errors Explanation Gender and mathematics Generalization Giftedness in mathematics Home as a context for numeracy Informal calculation method Investigation (enquiry) Language difficulties in mathematics Low attainment Making connections Match and mismatch Meaningful context Meaningful learning Mental calculation Modelling process (representing) Numeracy Play as a context for learning mathematics Principle learning Problem solving Purposeful activity Questioning Rote learning Skill learning Talk Transformation Transitivity Using and applying mathematics References
Introduction Aims of mathematics teaching Algorithm Anxiety about mathematics Assessment for learning Assessment for teaching Cognitive conflict Concept learning Conservation of quantity Constructivism Creativity in mathematics Cross-cultural mathematics Cross-curricular mathematics Deductive and inductive reasoning Differentiation Equivalence Errors Explanation Gender and mathematics Generalization Giftedness in mathematics Home as a context for numeracy Informal calculation method Investigation (enquiry) Language difficulties in mathematics Low attainment Making connections Match and mismatch Meaningful context Meaningful learning Mental calculation Modelling process (representing) Numeracy Play as a context for learning mathematics Principle learning Problem solving Purposeful activity Questioning Rote learning Skill learning Talk Transformation Transitivity Using and applying mathematics References
Introduction Aims of mathematics teaching Algorithm Anxiety about mathematics Assessment for learning Assessment for teaching Cognitive conflict Concept learning Conservation of quantity Constructivism Creativity in mathematics Cross-cultural mathematics Cross-curricular mathematics Deductive and inductive reasoning Differentiation Equivalence Errors Explanation Gender and mathematics Generalization Giftedness in mathematics Home as a context for numeracy Informal calculation method Investigation (enquiry) Language difficulties in mathematics Low attainment Making connections Match and mismatch Meaningful context Meaningful learning Mental calculation Modelling process (representing) Numeracy Play as a context for learning mathematics Principle learning Problem solving Purposeful activity Questioning Rote learning Skill learning Talk Transformation Transitivity Using and applying mathematics References
Introduction Aims of mathematics teaching Algorithm Anxiety about mathematics Assessment for learning Assessment for teaching Cognitive conflict Concept learning Conservation of quantity Constructivism Creativity in mathematics Cross-cultural mathematics Cross-curricular mathematics Deductive and inductive reasoning Differentiation Equivalence Errors Explanation Gender and mathematics Generalization Giftedness in mathematics Home as a context for numeracy Informal calculation method Investigation (enquiry) Language difficulties in mathematics Low attainment Making connections Match and mismatch Meaningful context Meaningful learning Mental calculation Modelling process (representing) Numeracy Play as a context for learning mathematics Principle learning Problem solving Purposeful activity Questioning Rote learning Skill learning Talk Transformation Transitivity Using and applying mathematics References
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