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.

Attitudes, beliefs and mindsets

Attitudes, beliefs and mindsets

Key questions to consider

  • What are the roles of self-efficacy, mindset and ability thinking in learning mathematics?
  • How does the learning environment convey attitudes towards mathematics?
  • How can I foster children’s mathematical resilience?
  • What gender differences are there and how might these be addressed?

When we introduced our model of mathematics leadership in Chapter 1 we framed affective insight (in other words understanding the nature of attitudes, beliefs and mindsets towards mathematics teaching and learning, and the role they play), alongside subject and pedagogic insight, as a key building block of leadership. Whether we are focusing upon the teacher, subject leader, parent, governor, teaching assistant or the children themselves, failing to acknowledge and address the frequently strongly held views and deeply ...

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