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Key Concepts in Teaching Primary Mathematics

by Derek Haylock and Fiona Thangata Paul Chapman Educational Publishing
Pub Date:
09/2007
ISBN:
9781412934107
Format:
Pbk 200 pages
Price:
AU$83.00 NZ$84.35
Product Status: In Stock Now
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Available as eBook
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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 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.

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

Derek Haylock is an education consultant and author. 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 progr