Greater Depth in Primary Mathematics: Ten Strategies for Achieving Mastery in the classroom

Jeffrey, Andrew

ISBN 10: 170169123X / ISBN 13: 9781701691230

Published by Independently published, 2019

About this Item

Most items will be dispatched the same or the next working day. A copy that has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged.

Seller Inventory # rev7893898841

Bibliographic Details

• Title: Greater Depth in Primary Mathematics: Ten Strategies for Achieving Mastery in the classroom
• Publisher: Independently published
• Publication Date: 2019
• Language: English
• ISBN 10: 170169123X
• ISBN 13: 9781701691230
• Binding: Soft cover
• Condition: Very Good

About this title

Synopsis

This book was a year in the writing and 30 years in the making. Andrew Jeffrey taught for 20 years and was a school inspector, keynote speaker and textbook creator. In this book Andrew discusses five different types of responses from children that you will find in a maths class, the dangers of killing curiosity (and how to avoid doing so) and provides ten strategies for making mathematics lessons more impactful so that ALL children can achieve.You will also discover what Andrew calls the four characteristics of greater depth, and how to plan for them. An essential book for any primary practitioner.Here are what early readers have said:I’d like to see this as essential reading for every hub mastery workgroup in the country” – Dr Helen Williams“Last night I purchased and read your Greater Depth book. As I worked my way from beginning to end I found myself constantly nodding, as every word rang true and made so much sense” – Matt Lovell“Dear Andrew – what a fabulous book! Thank you! I will recommend it widely. You made me smile, think, wonder, notice and do some maths – a winning combination” – Jan Hedge“Dear Andrew,I have just finished reading your new publication, from cover to cover. Thank you. I really enjoyed reading it as so much of it resonated with me. My maths lessons haven’t gone particularly well this half term; from Monday I know they will be better, not perfect but better.” – Suzanne Fielder