Section A: Leading Primary Mathematics
Chapter 1: Becoming a leader of mathematical learning
Chapter 2: Attitudes, beliefs and mindsets
Section B: Extending pedagogy
Chapter 3: International perspectives
Chapter 4: Mathematical representation
Chapter 5: Developing fluency
Chapter 6: Problem solving and reasoning
Section C: Leading inclusive mathematics teaching
Chapter 7: Assessing mathematical learning
Chapter 8: Inclusive practice in mathematics
Chapter 9: Overcoming barriers to learning in mathematics
Chapter 10: Mathematics across the curriculum
Section D: Continuing development
Chapter 11: Children and families: partners in learning
Chapter 12: Continuing professional development
Catherine Foley is an Associate Professor of Mathematics Education
at the University of Reading. Prior to this, she was a primary
school teacher in West Berkshire and Oxfordshire and subsequently
became a leading mathematics teacher and local authority
consultant. After several years working for the Primary National
Strategy as a senior adviser in the mathematics team she moved to
her current role in initial teacher training, teaching across a
range of undergraduate and postgraduate programmes. She currently
leads the school-based Primary School Direct programme and leads
the mathematics teaching within primary post-graduate initial
teacher training. Her doctoral research focused upon the study of
girls’ perceptions of mathematics, and she continues to work
closely with schools.
After many years as a primary teacher and mathematics subject
leader Jane McNeill became a numeracy consultant in 1999, working
for Oxfordshire Education Authority and then independently. As a
numeracy and mathematics consultant, Jane worked extensively with
local schools and also worked for national organisations including
The National Strategies and the National Centre for Excellence in
the Teaching of Mathematics. Building on her broad experience of
supporting the professional development of teachers in schools, she
decided to extend her repertoire by moving into Initial Teacher
Education in 2010 and worked as a senior lecturer in Primary
Mathematics Education at Oxford Brookes University until 2016. She
has now returned to her role as an independent mathematics
consultant.
Stephanie Suter is a Senior Lecturer at Bath Spa University where
she teaches mathematics to primary post-graduate trainees. She
started her career as a primary school teacher and mathematics
subject leader in Northamptonshire and Bedfordshire before becoming
a local authority numeracy consultant. Stephanie then worked as a
mathematics senior adviser for the Primary National Strategy before
moving into initial teacher training. She was a Senior Lecturer at
Oxford Brookes University and the University of Worcester before
joining Bath Spa University and in these roles has taught
mathematics across a wide range of undergraduate and postgraduate
programmes, including School Direct and Teach First.
This book will be of use to everyone involved in teaching primary
mathematics, ranging from pre-service teachers, to experienced
mathematics educators. In the current education context, this book
provides an appropriate balance of relevant literature and
classroom activities, to support those wanting to develop their
understanding of mathematics teaching and learning.
*Dr Gwen Ineson*
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