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.
Who Does Mathematics?
Who Does Mathematics?
The quick answer to the title question is ‘everyone’. Perhaps more interesting questions then are ‘Who does mathematics well?’, or ‘Which groups are relatively successful in mathematics?’ This chapter will briefly explore these questions.
We will also examine retention and engagement patterns of students in post-compulsory mathematics education. Throughout the 1990s a decreasing number of students chose to study mathematics beyond GCSE, but just who stays and who goes at this critical transition point? Although we do not have detailed answers to some of these questions, this chapter will get you thinking about patterns of attainment and engagement in your own school.
Throughout the chapter there are questions that will support your investigations into who is doing what mathematics in your school. ...
- Loading...