- Summary
- Contents
- Subject index
‘At the end of the day, what is crucial is to enable educationalists to promote and apply their own metatheories and models of child development which they feel comfortable with and which enable children to develop. … Peter Sutherland should be credited with making a significant contribution towards achieving this fundamental goal’ - Educational Psychology in Practice
‘… this book deserves to become a classic in the field. Will appeal alike to academics and students in higher education, and to serving teachers- BPS: Educational Review Section
This book provides a general outline of the dominant schools of thought on cognitive development, with a focus on Piaget. His views are outlined and a range of critical responses and alternatives are detailed. The author examines the application of these schools of thought to teaching pre-school, primary and secondary children. Each chapter includes a summary and questions for discussion. The book concludes with a glossary of terms.
Chapter 15: Teaching Mathematics
Teaching Mathematics
Since the introduction of the National Curriculum, maths has become a core subject. Testing pupils' attainment in maths is now a significant part of the teacher's job for those who teach maths to children of 7, 11, 14 and 16 years. The stated aim of national testing is to monitor standards and help to raise them. The individual teacher's results may be compared with those of colleagues in the same school to check a satisfactory standard of maths teaching is being maintained. All in all, the teaching of maths is a matter of considerable national importance within education.
A summary of pertinent recent, empirical, psychological research is given. The chief aim is to work out the implications for mathematics teaching of the various ...
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