Summary
Contents
Subject index
Why is it that so many pupils are put off by maths, seeing it as uninspiring and irrelevant, and that so many choose to drop it as soon as they can? Why is it socially acceptable to be bad at maths? Does the maths curriculum really prepare pupils for life? This book presents some answers to these questions, helping teachers to think through their own attitudes to teaching and learning, and to work with pupils towards more effective and inspiring mathematical engagement. Part I of the book explores the nature of school mathematics - showing how the curriculum has been developed over the years, and how increasing effort has been devoted to improving the quality of mathematics teaching, with little apparent effect. Part II focuses on ways of thinking about classroom mathematics which take account of social, cultural, political and historical aspects. The chapters bring together a collection of activities, resources and discussion which will help teachers develop new ways of teaching and learning maths. This book will be essential reading for all maths teachers, including maths specialists on initial teacher training courses.
Part I
Part I
Before starting on this part of the book you should take some time to reflect on your own mathematical learning journey. The following questions might be helpful in doing this:
- What experiences of learning mathematics have you enjoyed/endured up to this point? How were you taught mathematics, both at school and beyond? Were these teaching styles effective for all learners? Why?
- What were your reasons for becoming a teacher of mathematics?
- What mathematics do you think should be a part of the curriculum (that is, what is important mathematics) and how do you think it would be best learnt/taught? What counts as good learning of mathematics and if you needed to evaluate this learning what would be a good measure?
- You might also like to consider ...
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