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.

Mathematical representation

Mathematical representation

Key questions to consider

  • How can mathematical ideas be represented and what is the value of representing them in different ways?
  • How can I select and enable children to choose appropriate representations?
  • What is the role of concrete-pictorial-abstract (CPA) in developing mathematical thinking?
  • How can I ensure there is consistency and progression in representations used?
  • How can I promote accurate use of language alongside mathematical representations?

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. (DfE, 2013: 3)

One of the strengths of mathematics is that it deals with abstract ideas that can be represented using mathematical symbols. However, this can also be one of the reasons why, for some children, mathematics can be challenging. In ...

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