Using Resources to Support Mathematical Thinking: Primary by Doreen Drews; Alice Hansen

By Doreen Drews; Alice Hansen

The powerful use of assets is without doubt one of the crucial parts in helping kid's mathematical studying. this concept is supported via the first method, fresh projects reminiscent of Excellence and delight and the becoming emphasis at the have to increase kid's pondering talents. The ebook explores intensive how academics can utilise assets successfully in an effort to relief young children of their mathematical problem-solving, reasoning and conversation.

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Johnson, D. and Wiliam, D. (1997) Effective teachers of numeracy. Final report. King’s College London. Atkinson, S. ) (1992) Mathematics with reason. The emergent approach to primary maths. London: Hodder and Stoughton. Aubrey, C. (1997) Children’s early learning of number in school and out, in Thompson, I. ) Teaching and learning early number. Buckingham: Open University Press. Ball, D. (1992) Magical hopes: Manipulatives and the reform of math education. American Educator, 16(2): 14–18, 46–47.

Bottle, G. (2005) Teaching mathematics in the primary school. London: Continuum. Bruner, J. (1964) Towards a theory of instruction. London: Belknap Press. Bruner, J. , and Greenfield, P. (eds) Studies in cognitive growth. New York: John Wiley. Carpenter, T. and Moser J. , Moser, J. and Romberg, T. (eds) Addition and subtraction: a cognitive perspective. Hillsdale, NJ: Lawrence Eribaum. Clausen-May, T. (2005) Teaching maths to pupils with different learning styles. London: Paul Chapman. , Yackel, E.

Teachers and practitioners need to be clear on the intended learning outcomes of the game, how all children can benefit from appropriate games (not just the ‘fast finishers’), and plan opportunities for adult support, discussion and pupil explanations. Worksheets and textbooks These feature strongly as mathematical resources in many Key Stage 1 and Key Stage 2 classrooms. As Harries and Spooner (2000: 46) point out, worksheets and textbooks play an important role in influencing teachers’ thinking with regard to the teaching and learning of primary mathematics.

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