How can KS1/2 teachers improve their mathematics teaching? This book helps readers to become better, more confident teachers of mathematics by enabling them to focus critically on what they know and what they do in the classroom. Building on their close observation of primary mathematics classrooms, the authors provide those starting out in the teaching profession with a four-stage framework which acts as a tool of support for developing their teaching:
- making sense of foundation knowledge - focusing on what teachers know about mathematics
- transforming knowledge - representing mathematics to learners through examples, analogies, illustrations and demonstrations
- connection - helping learners to make sense of mathematics through understanding how ideas and concepts are linked to each other
- contingency - what to do when the unexpected happens
Each chapter includes practical activities, lesson descriptions and extracts of classroom transcripts to help teachers reflect on effective practice.
See More Educational: Mathematics & numeracy
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Paul Andrews is Professor of Mathematics Education at the University of Stockholm, Sweden. He is a co-editor of the Cambridge Journal of Education.
Tim Rowland is Professor of Mathematics Education at the University of East Anglia, UK, and Emeritus Reader in Mathematics Education at the University of Cambridge, UK. Tim is Chair of the Joint Mathematical Co
