This book provides guidance and insight into 'what mathematics leadership looks like in practice’ and shows readers how they can develop from a confident teacher into a curriculum subject leader. It does this through a careful blend of pedagogy and practical application, supported by a range of real-world case studies and opportunities to reflect critically on classroom practice. Key coverage includes: The planning and application that underpins subject leadership How international perspectives can influence leadership of mathematics How to develop fluency through problem solving and reasoning How to champion inclusive practice in mathematics Assessing children’s understanding This is essential reading for anyone studying primary mathematics on initial teacher education courses, including undergraduate (BA Ed, BA with QTS) and postgraduate (PGCE, PGDE, School Direct and SCITT) routes, NQTs seeking to develop into curriculum leadership roles and those already leading mathematics in their school.

Leading inclusive mathematics teaching
Leading inclusive mathematics teaching

Whilst Part B explored specific aspects of teaching and learning in mathematics, here we focus upon elements of leading primary mathematics that relate to the successful assessment and involvement of all children.

In Chapter 7 we explore different types and purposes of assessment along with key aspects of assessment such as questioning, observation, marking and feedback. Case studies cover both early years practice and approaches to written marking, often cited as one of the key contributors to heavy workload for teachers. Finally, straightforward steps towards establishing an environment conducive to assessment that supports learning are explored.

Chapters 8 and 9 explore inclusion in more detail, beginning by defining inclusive practice and considering how related school policy can support this. ...

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