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Author:   Sue Johnston-Wilder (University of Warwick, UK) ,  Clare Lee (The Open University, UK) ,  David Pimm (University of Alberta, Canada) ,  Clare Lee
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Edition:   3rd New edition
Weight:   0.794kg
ISBN:  

9780415565592

ISBN 10:   0415565596
Pages:   326
Publication Date:   13 August 2010
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Tertiary & Higher Education
Replaced By:   9781138943889
Format:   Hardback
Publisher's Status:   Out of Print
Availability:   Awaiting stock  

Table of Contents

Introduction 1. Mathematics Education – Who Decides? John Westwell 2. Mathematics in the National Curriculum John Westwell and Robert Ward-Penny 3. Pupils Learning Mathematics Maria Goulding 4. Different Teaching Approaches David Pimm and Sue Johnston-Wilder 5. Planning for Mathematics Learning Keith Jones and Ruth Edwards 6. Assessment for Learning Clare Lee 7. Assessment and Public Examinations Peter Johnston-Wilder 8. Communicating Mathematically Candia Morgan 9. Using Information and Communications Technology Sue Johnston-Wilder and David Pimm 10. Inclusion in Practice: Special-Needs Pupils in Mainstream Mathematics Melissa Rodd 11. Mathematics in Context Clare Lee and Robert Ward-Penny 12. Getting the Whole Picture John Westwell and Clare Lee 13. Teaching Mathematics post-16 Geoff Wake 14. Professional Development Gill Hatch and Clare Lee

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Author Information

Sue Johnston-Wilder is Associate Professor at the University of Warwick; she works with PGCE students and in-service teachers in the West Midlands. She has previously taught at King's College London and the Open University. Peter Johnston-Wilder is Associate Professor at the University of Warwick. David Pimm is Professor of Mathematics Education at the University of Alberta, Edmonton, Canada. Clare Lee works on the Mathematics PGCE programme at the Open University and works with in-service teachers nationally. She was previously research fellow for the King's Formative Assessment Project.

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