Numeracy and Beyond
Published on 1. May 2000
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978-0-335-23187-4 (ISBN)
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Description
One of the fundamental problems in education is that of applying skills and knowledge which learners have gained in one context to problems they encounter in another. This is particularly so in mathematics, where the problems encountered by learners in applying mathematical knowledge are well documented.
Using and applying mathematics has been a central component of the National Curriculum in mathematics. However, the National Numeracy Strategy has adopted a new approach, in which 'using and applying' is integrated throughout the mathematics curriculum. This book aims to help teachers develop their understanding and practice in this crucial area. It is based on the findings of a major research study, funded by the Nuffield Foundation, in which a group of primary teachers worked closely with the research team to develop their thinking and practice. The book provides a clear conceptual analysis of the problem of application, together with extensive examples of ways in which teachers can address it in their classrooms at Key Stages 1 and 2. A novel feature of the book is that it includes first-hand accounts of practice in Japanese classrooms, and outlines what teachers in the UK and elsewhere may learn from Japanese methods.
Using and applying mathematics has been a central component of the National Curriculum in mathematics. However, the National Numeracy Strategy has adopted a new approach, in which 'using and applying' is integrated throughout the mathematics curriculum. This book aims to help teachers develop their understanding and practice in this crucial area. It is based on the findings of a major research study, funded by the Nuffield Foundation, in which a group of primary teachers worked closely with the research team to develop their thinking and practice. The book provides a clear conceptual analysis of the problem of application, together with extensive examples of ways in which teachers can address it in their classrooms at Key Stages 1 and 2. A novel feature of the book is that it includes first-hand accounts of practice in Japanese classrooms, and outlines what teachers in the UK and elsewhere may learn from Japanese methods.
More details
Persons
Martin Hughes has been Professor of Education at the University of Bristol since 1999. His main research interests are in children's learning, especially of mathematics, and the role of parents in their children's education. His books include Young Children Learning (1984), Children and Number (1986), Parents and their Children's Schools (1994) and Teaching and Learning in Changing Times (1996).
Charles Desforges was a school teacher for ten years before entering educational research. He has been Professor of Education at the University of Exeter since 1987 and is currently Director of the ESRC research programme on Teaching and Learning. His main research interest is in classroom learning in the primary school. His books include The Quality of Pupil Learning Experiences (1984), Testing and Assessment (1989), Understanding the Mathematics Teacher (1987) and Early Childhood Education (1989).
Christine Mitchell worked as an early years teacher and primary mathematics co-ordinator before becoming Lecturer in Primary Mathematics at the University of Exeter in 1990. She has provided consultancy in assessment and management as well as in primary mathematics, and developed formative assessment approaches with practising teachers. Her books include Effective Teacher Assessment (1995) and Teaching Mathematics at Key Stage One (1998).
Charles Desforges was a school teacher for ten years before entering educational research. He has been Professor of Education at the University of Exeter since 1987 and is currently Director of the ESRC research programme on Teaching and Learning. His main research interest is in classroom learning in the primary school. His books include The Quality of Pupil Learning Experiences (1984), Testing and Assessment (1989), Understanding the Mathematics Teacher (1987) and Early Childhood Education (1989).
Christine Mitchell worked as an early years teacher and primary mathematics co-ordinator before becoming Lecturer in Primary Mathematics at the University of Exeter in 1990. She has provided consultancy in assessment and management as well as in primary mathematics, and developed formative assessment approaches with practising teachers. Her books include Effective Teacher Assessment (1995) and Teaching Mathematics at Key Stage One (1998).
Content
Introduction
The problem of application
Application in the curriculum
Teachers' ideas about application
Teaching for application at Key Stage 1
Teaching for application at Key Stage 2
Teaching for application in Japan
Application in theory and practice
References
Index.
The problem of application
Application in the curriculum
Teachers' ideas about application
Teaching for application at Key Stage 1
Teaching for application at Key Stage 2
Teaching for application in Japan
Application in theory and practice
References
Index.