Transforming Primary Mathematics: Understanding classroom tasks, tools and talk

Askew, Mike

ISBN 10: 1138953601 / ISBN 13: 9781138953604

Published by Taylor & Francis Group, 2015

About this Item

pp. 176. Seller Inventory # 18372639094

Bibliographic Details

Title: Transforming Primary Mathematics: ...

Publisher: Taylor & Francis Group

Publication Date: 2015

Binding: Soft cover

Condition: New

Edition: 2nd Edition

About this title

Synopsis:

Fully updated to reflect the new curriculum, the revised edition of Transforming Primary Mathematics sets out key theories and cutting-edge research in the field to enable teachers to take a fresh look at how they teach mathematics.

The book encourages teachers to reflect on their own beliefs and values about mathematics, and asks them to question whether their current methods meet the needs of all learners, and the challenge of having high expectations for all. It provides clear, practical approaches to help implement fundamental change in classroom environments, and offers motivational teaching styles to ensure meaningful mathematics learning.

Chapters take an inspiring, sometimes controversial, and often unconventional look at the subject of mathematics, by:

• endorsing the use of a ‘new mathematics’ – one based on problem solving, modelling, inquiry and reasoning, not on abstract rules, memorising, and regurgitation
• arguing that there is more to maths teaching than ‘death by a thousand worksheets’
• challenging norms, such as the practice of sorting children into sets based on their perceived mathematical ability
• asking whether mathematical ability is innate or a result of social practices
• examining what a ‘mastery’ approach might entail
• highlighting the role of variation in supporting learning
• advocating an environment where teachers are encouraged to take risks.
  

Transforming Primary Mathematics is for all primary school teachers who want to make mathematics welcoming, engaging, inclusive and successful.

About the Author:

Mike Askew is Professor of Mathematics Education at Wits University, Johannesburg, South Africa, having also been a Professor at King’s College London University, UK, and Monash University, Melbourne, Australia.