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Full Product Details

Author:   Ian Thompson
Publisher:   Open University Press
Imprint:   Open University Press
Dimensions:   Width: 15.40cm , Height: 1.50cm , Length: 23.10cm
Weight:   0.370kg
ISBN:  

9780335213757

ISBN 10:   0335213758
Pages:   232
Publication Date:   16 September 2003
Audience:   College/higher education ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Section one: Subject content issues 1.Making space for geometry in primary mathematics Keith Jones and Clare Mooney 2.Deconstructing the National Numeracy Strategy's approach to calculation Ian Thompson 3.The Empty Number Line: a model in search of a learning trajectory? Laurie Rousham Section 2: Pedagogical issues 4.'When we were very young': The foundations for mathematics Carol Aubrey 5.Parlez-vous Mathematics? Steve Higgins 6.From lesson objectives to lesson agenda: flexibility in whole-class lesson structure Mundher Adhami 7.Word problems: Cinderellas or wicked witches? Mike Askew 8.The problem with problem-solving Lesley Jones Section 3: Assessment issues 9.Using assessment to improve teaching and learning Rosemary Hafeez 10.Making sense of mathematics Malcolm Swan Section 4: Intervention Issues 11.Interventions in numeracy: individualized approaches Ann Dowker 12.Nurturing mathematical promise Valsa Koshy Section 5: Information and communication technology issues 13.Calculators for all? Helen J Williams and Ian Thompson 14.Does ICT make mathematics teaching more effective? Steve Higgins Section 6: Research issues 15.Place value: the English disease? Ian Thompson 16.Brain-based research on arithmetic: implications for learning and teaching Ann Dowker Has the National Numeracy Strategy raised standards? Margaret Brown and Alison Millett Index

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Author Information

Ian Thompson works as an Educational Consultant and was formerly a Senior Lecturer in Mathematics Education at the University of Newcastle upon Tyne before being seconded to work as Regional Director for the National Numeracy Strategy in Initial Teacher Training. He is currently Visiting Professor at Northumbria University.

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