Synopses & Reviews
Why do children find math so difficult? Why does it cause such panic? Why do some primary teachers lack confidence when teaching math?
Mathematics with Reason explores some of the thinking processes underlying these and similar questions. It looks at ways of making math teaching more effective, in a variety of contexts.
Teachers' own accounts of bringing their teaching into line with the way children learn mathematical concepts, and the practicalities of adopting the emergent approach to mathematics are both given prominence within a tightly argued theoretical framework.
Sue Atkinson is a primary teacher, primary math consultant, and tutor for the Open University. She is engaged in research in primary math curriculum development and has recently become a part-time lecturer at Westminster College, Oxford. The contributors are all leading exponents of the emergent approach and many were involved with the PrIME project.
Contributors: Alison Base, Marion Bird, Shirley Clarke, Sue Gifford, Nick James, Sarah Killworth, Lesley Neilson, Moria Proudfoot, Owen Tregaskis, Foreword by Thomas E.Rowan
Synopsis
Why do children find math so difficult? Why does it cause such panic? Why do some primary teachers lack confidence when teaching math?
Table of Contents
Children as mathematicians
A new approach to maths
What makes successful problem-solving
The use of standard notation
Children's graphical representations
Children's own mathematical representations
What does it mean to work investigatively?
The power of children's own intuitive methods
Nursery children explore maths
Young children's representations of number operations
Young children plan a picnic
Reception children write about their maths
A simple starting point
Explode a number
Children working with numbers: Discussion starters
Tracey and Jason make a map
How many tablets can we buy?
Children build a natural area and pond
A young teacher starts off with Maths with reason
Do they really know how to do it?
Teachers talk about schemes
Tariq gets lost
I'll do it my way
Real "real problem-solving"
Why do we teach what we teach: One teacher's experience
Thinking algebraically
Does maths with reason work?
Whole-school approaches to maths with reason
Practicalities and ways forward
How can I organize myself?
How do I develop my confidence?
Asking ourselves questions
Conclusions