Teaching, Learning and Mathematics
Timeless articles taken from Mathematics Teaching and Micromath
Key Stage suitability • Explanation
- FS
- KS1
- KS2
- KS3
- KS4
- FE
- HE
| Item Ref # |
List Price |
ATM Member |
||
|---|---|---|---|---|
| Teaching, Learning and Mathematics | Add this | rea018 | £8.00 | £6.00 |
| Temporarily out of stock | ||||
View basket or checkout >>
Look for something else >>
Due to the demand for these publications, they have been reprinted as loose leaf sheets and ready to slot into a ring binder. The reduced price reflects the new format.
This is a collection of essential timeless articles taken from Mathematics Teaching and Micromath as well as some other original writing.
There is a shift of emphasis in how ITT courses are organised. With an increasing role for school-based training and a shift of resources to the schools, many universities and colleges are facing uncertainty. However in reading the articles in this collection, we soon became aware that little of this current discontinuity seemed to impinge on their relevance. The writers were concerned with mathematics, the teaching of mathematics and the learning of mathematics in a way that made contemporary organisational matters irrelevant to our collection. Perhaps this was implicit in writing for ATM or perhaps our selection was influenced by our involvement with the Association.
This book will be of interest to anyone just starting out on their teaching career as well as to experienced teachers of mathematics.
ISBN 0 900094 6
<< More details down the pageYou might want to look here as well
Your recommendations for other ATM resources that complement, or are connected with, Teaching, Learning and Mathematics are welcomed. Please email them to the Web Editor.
<< Recommend other ATM resources that complement Teaching, Learning and Mathematics
Reviews and Classroom Tips for ‘Teaching, Learning and Mathematics’
Provide a review or classroom tips for ‘Teaching, Learning and Mathematics’ to get an ATM reward
<< Tell us how you used ‘Teaching, Learning and Mathematics’ and win a reward
More Details
In putting together this collection of articles we are aware of the potential audience, of our own involvement with ATM and of the essentially timeless nature of most of the writing.
At an ATM General Council Weekend a group of us, involved with initial teacher education, decided to compile a PGCE Reader from articles in MT and Micromath. We spent an hour or so, diving into past editions of the journals with: "We must have this one!" or "I’d forgotten all about this, but..." As you might expect this was an entirely non-critical phase and naturally by the end even the few rules we had were broken. Other ATM writings had appeared and even special pleadings for non-ATM material. There were even volunteers to write additional features for the PGCE reader. The next stage was to trial the material with postgraduate teachers. To be honest, many of us were in the position of having to produce such a reader anyway!
Secondary Initial Teacher Education is in a state of change. As we write, there is a shift of emphasis in how such courses are organised. With an increasing role for school-based training and a shift of resources to the schools, many universities and colleges are facing a period of uncertainty and mathematics educators are part of this process. However in reading the articles in this collection, we soon became aware that little of this current discontinuity seemed to impinge on their relevance. The writers were concerned with mathematics, the teaching of mathematics and the learning of mathematics in a way that made contemporary organisational matters irrelevant to our collection. Perhaps this was implicit in writing for ATM or perhaps our selection was influenced by our involvement with the Association.
Having collected the articles, it soon became clear that others might appreciate them, as well as teachers on postgraduate courses. many teachers in schools now play a larger role in the education of secondary mathematics teachers and would welcome such articles. Although many of these teachers will be members of ATM, others may be unaware of the Association’s journals and the valuable part they have in learning to teach mathematics. Discussion on articles such as these can provide a means of encouraging reflection on one’s practice and talking about it with new colleagues. They can supply a route into. the shared reflection on practice, which is invaluable to both experienced practitioner and novice teacher.
We recognise that what follows is our selection and we are bound to have missed out certain articles which you may consider essential. We can only ask you to let us know of the omissions and assure you it is entirely an oversight on the part of the editors and not some machiavellian plot to undermine the teaching of mathematics. After all there may well be a second volume of articles and the sooner we start collecting the better.
Alan Bloomfield & Tony Harries
Contents
IntroductionAlan Bloomfield and Tony Harries
Section 1:Reflections on Teaching and Learning Mathematics
- My Classroom - Anne Watson
- Reflections from “In our Classrooms&rdsquo; - (ATM)
- Legislating for Rainbows - Jean Melrose
- Why do Mathematics? -David Wells
- From the Inside - Sarah Stratton/John Mason
- The Impact of Beliefs on the Teaching of Mathematics - Paul Ernest
- Models for Teaching Mathematics - Alan Wigley
- Involvement - Dave Hewitt
- Only Awareness is Educable - John Mason
- Children and Mathematics - Caleb Gattegno
- An Interview with Richard Skemp - Anna Sfard
- Linda’s Story - David Kent
Section 2: Mathematics in the Classroom
- Content with Process? - Mike Ollerton
- Train Spotters Paradise - Dave Hewitt
- Train Spotters have Feelings Too - Paul Andrews
- Active Learning within Investigational Tasks - Tony Brown
- Mathematical Discussion: It’s what you say and what You Do - Susan Pirie and Rolph Schwarzenberger
- The Power of Story: its role in Learning Mathematics - Rachel Griffiths and Margaret Clyne
- Towards a Language of Strugglefrom ‘Language and Mathematics’ - (ATM)
- Comments on Language in the Classroom from ‘Language and Mathematics’ - (ATM)
- Generating Problems from Almost Anything - Marion Walter
- Curriculum Topics through ProblemPosing - Marion Walter
- Squares 5-19 - Jane Anderson
- 100 Squares Revisited - Bob Vertes
Section 3:Debates and Issues
- Debate - Shirley Waghorn, Glyn Holt, Maria Goulding, Pamela Greenhough, Martin Hughes, Katrina Laing,
- Teresa Smart
- Girl-friendly Maths - Leone Burton and Ruth Townsend
- The Learning Support of Very Able Pupils- Jim Smith
- Hidden Messages - Jenny Maxwell
- Education for Equality and Justice- Sharan Jeet Shan, Peter Bailey
- Classroom Mathematics for Equality and Justice - Sharan Jeet Shan, Peter Bailey
- Rebirth of Educational Software- Richard Noss
- Calculators and Parent - Barbara Hepbum
- Dimensions of Assessment- Tandy Clausen-May
- Testing versus Assessment- Mike Ollerton
