Overview

Having a deep understanding of the mathematical ideas and concepts taught in the classroom is vital as a nursery or primary school teacher. In order for children to get to grips with these concepts, trainee teachers need to be aware of how they come to interpret and understand them. Now in its 5th edition, this essential book helps trainee teachers develop their own knowledge of key mathematical ideas and concepts for the nursery and primary classroom. Now focusing specifically on ages 3-7, it also supports trainees with several age-appropriate classroom activities. As well as updates to further reading suggestions and research focuses, this revised edition includes new content on: Mastery in learning mathematics Simple fractions Roman numerals Money as a form of measurement

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9781473953505

Table of Contents

Reviews

The research focus in each chapter is particularly useful as this link between research and practice is often not made by trainee teachers. The pauses to reflect section in each chapter is a welcome addition to this type of book as these will undoubtedly help to put the reading into some context for those practitioners in school and those training to teach children. The areas chosen for each chapter are areas where there can be difficulties in understanding the mathematical ideas so these are well chosen. This book provides a useful link between research and practice; one that is often not made by trainee teachers. The pauses to reflect section in each chapter help to put the reading into context for those practitioners in school and those training to teach children. -- Joanne Sutcliffe It is a very comprehensive text book for teachers and student teachers. We trust the authors due to there wealth of experience in the field. The research focus links are also an important feature to emphasise the need for informed practice. 'This is a very comprehensive textbook for teachers and student teachers. We trust the authors due to their wealth of experience in the field! The research focus links are also an important feature to emphasise the need for informed practice.' -- Sandy Peperell This book's strengths lie in it's pedagogical subject knowledge. The examples of children's work and reflective opportunities keep it grounded in the classroom and 'real' teaching while challenging thinking and addressing potential confusion amongst teachers. Someone reading this would be left with a strong pedagogical understanding of how children learn and how their teaching can impact on this. -- Chris Tyrell

The research focus in each chapter is particularly useful as this link between research and practice is often not made by trainee teachers. The pauses to reflect section in each chapter is a welcome addition to this type of book as these will undoubtedly help to put the reading into some context for those practitioners in school and those training to teach children. The areas chosen for each chapter are areas where there can be difficulties in understanding the mathematical ideas so these are well chosen. -- Joanne Sutcliffe

Author Information

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.   Anne D. Cockburn is a Professor Emeritus in Early Years Education at the University of East Anglia (UEA). She was educated in Edinburgh before reading Psychology at the University of St Andrews. Subsequently, she trained to be a primary teacher and taught in Scotland. In 1979, she became a Research Fellow at the University of Lancaster, working with Neville Bennett and Charles Desforges. Her PhD was completed in 1986 at the UEA. Following a period of working as a researcher, she took up her first lectureship at UEA in 1989. She became an Associate Fellow of the British Psychological Society in 1994. Initially Anne′s teaching focused on pre-service teacher education (BA and PGCE), gradually extending to in-service courses (BPhil and MA) and research (PhD and EdD). Throughout, she continued with her own research, with many of the catalysts for her investigations stemming from the needs and interests of professional practitioners and those with whom they work. More recently, she also started working with MA counselling students. Anne has examined doctoral theses, undergraduate and postgraduate courses at universities across the United Kingdom, Australia and Norway. She was a member of the Economic and Social Research Council Board of Examiners for studentships (2002–2005).

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