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.

Overcoming barriers to learning in mathematics

Overcoming barriers to learning in mathematics

Key questions to consider

  • How can I gain greater knowledge about a child if I am concerned about their progress?
  • What barriers to learning might children face, and how can I help children overcome them?
  • Might a child have dyscalculia?
  • What kinds of intervention help children overcome barriers to mathematical learning?

In Chapter 8, we defined inclusive practice in primary mathematics in terms of the informed decisions we take about planning and teaching to maximise mathematical learning for all pupils. We outlined four different elements which contribute to inclusive practice and the chapter focused on ways in which whole-school policy and classroom approaches support ‘quality-first teaching’. However, even when children receive this quality-first teaching, there will be ...

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