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.
Key questions to consider
- How does the UK perform in comparison with other countries?
- Why should I know about mathematics teaching and learning around the world – and how can I make sense of it?
- What are the key features of mathematics teaching in selected countries, and how do they relate to my context?
- Where can I find support for keeping up to date with international developments?
[Page 42]In the media much is often made of international comparison in mathematics education and how much we should, or shouldn’t, be adopting from abroad. As governments come and go, and jurisdictions rise and fall in the international league tables, the attention can shift from country to country, continent to continent in a never-ending search for the ‘best’ approach ...