Summary
Contents
Subject index
Why is it that so many pupils are put off by maths, seeing it as uninspiring and irrelevant, and that so many choose to drop it as soon as they can? Why is it socially acceptable to be bad at maths? Does the maths curriculum really prepare pupils for life? This book presents some answers to these questions, helping teachers to think through their own attitudes to teaching and learning, and to work with pupils towards more effective and inspiring mathematical engagement. Part I of the book explores the nature of school mathematics - showing how the curriculum has been developed over the years, and how increasing effort has been devoted to improving the quality of mathematics teaching, with little apparent effect. Part II focuses on ways of thinking about classroom mathematics which take account of social, cultural, political and historical aspects. The chapters bring together a collection of activities, resources and discussion which will help teachers develop new ways of teaching and learning maths. This book will be essential reading for all maths teachers, including maths specialists on initial teacher training courses.
Part II
Part II
The next three chapters pick up and develop the themes that have arisen from Part I. They should get you thinking about alternative/complementary classroom activities and pedagogies. There is an emphasis on process rather than content and so these activities are not simply about helping learners to perfect the algorithms of mathematical grammar. Rather they are tasks that could develop learners' potential to use mathematics to interpret and construct accounts of the world in which they live. Some of the ideas could have been included in a number of different places, so this organization is only one possibility. There are clear links to other areas of the traditional curriculum (science, geography, religious education (RE), PSHE, Citizenship, and so on) but I do ...
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