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.

Children and families: partners in learning

Children and families: partners in learning

Children and families: partners in learning

Key questions to consider

  • What is ‘pupil voice’ and why does it matter?
  • How can I find out what children think about themselves as mathematicians and the mathematics they experience?
  • What can I do with this information?
  • What are the best strategies for building confidence and involvement of parents, careers, families and the wider community in children’s mathematical lives?

There are many constraints and demands upon the leading and teaching of mathematics in a primary school. Depending upon the type of school there may be a nationally imposed curriculum; testing and assessment systems can drive the experiences of children in school; and funding can constrain the physical and human resources. In amongst all this, it is easy ...

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