• Why do some students achieve more than others?
• Do we have to wait until pupils are "ready"?
• Can children discover math for themselves?
• Does language interfere with the learning of math?

This classic text, written from the viewpoint of the math teacher, provides answers to these and many more questions. Each chapter explores a particular issue that illustrates the interaction between theory and practice. New chapters have been included on cognition, pattern, and ICT.

About the Author

Anthony Orton is a freelance writer. For many years he was Senior Lecturer in Mathematical Education at the University of Leeds, UK.

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