Most ebook files are in PDF format, so you can easily read them using various software such as Foxit Reader or directly on the Google Chrome browser.
Some ebook files are released by publishers in other formats such as .awz, .mobi, .epub, .fb2, etc. You may need to install specific software to read these formats on mobile/PC, such as Calibre.
Please read the tutorial at this link. https://ebooknice.com/page/post?id=faq
We offer FREE conversion to the popular formats you request; however, this may take some time. Therefore, right after payment, please email us, and we will try to provide the service as quickly as possible.
For some exceptional file formats or broken links (if any), please refrain from opening any disputes. Instead, email us first, and we will try to assist within a maximum of 6 hours.
EbookNice Team
Status:
Available0.0
0 reviews
ISBN 10: 0203828461
ISBN 13: 9780203828465
Author: Valsa Koshy, Jean Murray
Now in a fully updated second edition, Unlocking Mathematics Teaching is a comprehensive guide to teaching mathematics in the primary school. Combining theory and practice, selected experts outline the current context of mathematics education. They suggest strategies, activities and examples to help develop readers understanding and confidence in delivering the curriculum. The book combines an accessible blend of subject knowledge and pedagogy, and its key features include: Advice on teaching mathematics to high and low attainers; Guidance on teaching mental maths; Ideas for incorporating ICT; Guidance on assessment in mathematics education; Teaching problem solving; Numerical and non-numerical examples; Updated references, taking into account the Williams Report. This book will be of interest to all primary education students and practising teachers looking to increase their confidence and effectiveness in delivering the mathematics curriculum.
1 Aspects of numeracy
Introduction
Exercise 1 What is number?
Exercise 2 Mathematics in the mind
Postscript
Exercise 3 Counting
Exercise 4 Fundamental ideas about number and number operations (Box 1.2)
Exercise 5 Mental arithmetic: an investigation
Exercise 6 With and without place value
Exercise 7 Modelling number: place value 1
Exercise 8 Modelling number: place value 2
Exercise 9 Modelling number: number lines and strips
Exercise 10 Tables
Exercise 11 Building strategies for multiplication
Exercise 12 Using a calculator to support mental arithmetic
Exercise 13 Investigating number (Box 1.10)
Exercise 14 Written algorithms
Exercise 15 What does rote learning feel like?
Exercise 16 Written algorithms for subtraction: an exercise in morality?
Exercise 17 The problem with division
Exercise 18 Some language issues
Exercise 19 Making sense of fractions
Notes
Exercise 1: What is number?
Exercise 2: Mathematics in the mind
2 Using and applying mathematics in Key Stage 2
Introduction
Using and applying knowledge within a numeracy activity: Mark Humble
Ways of using the carpet tiles
Using and applying knowledge across the curriculum: Caroline Clissold
Mathematics in art
Mathematics in literacy
Mathematics in geography
Using and applying knowledge within investigations: Caroline Clissold
The culprit
Tiles
The birthday party (Box 2.5)
Conclusion
Acknowledgements
References
3 Learning effective strategies for mental calculation
What is mental calculation?
How does the development of mental calculations relate to the mathematics curriculum?
How does mental calculation differ from written calculation?
How does mental calculation differ from mental arithmetic?
How can we develop effective strategies for mental calculation?
How can we engage children in their learning?
What are the characteristics of an effective mental calculator?
How can we plan for children to develop effective strategies for mental calculations?
Developing abilities
Recall of Memorised Number Facts
Development of Conceptual Understanding
Developing Skills for Calculating
Developing Strategies for Mental Calculation
Developing Positive Approaches and Attitudes
Conclusion
References
4 Talking about real-life mathematics The role of ICT
Introduction
Why should children talk in mathematics?
Key Stage 1: Farmer Giles's problem
Key Stage 1: Cuddlies' picnic
Key Stage 2: Exploring number with branching databases
Key Stage 2: Crime scene North London (Whodunit)
Key Stage 2: Evaluating fruit salads
Key Stage 2: Think of a number
Key Stage 2: Pocket money
Conclusion
References
Websites
5 Developing problem-solving skills in mathematics
A definition of problem solving
Development of problem solving
Problem solving today
Can problem solving be taught?
What is a problem?
What is a realistic problem?
The ‘transfer' of problem-solving strategies
Some problems
An analysis of problem solving in practice
Problem 1: Number at Key Stage 1
Problem 2: Number at Key Stage 2
Problem 3: Handshakes
The ‘able' child's response
The average child's response
Problem 4: Lost pet
Problem 5a: Arithmogon
Problem 5b: Miranda's Morning Maths
Problem 6: Redesign your bedroom (Koshy 2001)
Problem 7: Frogs
Using the context of a problem
Problem 8: Chessboard
Recent developments and functional mathematics
Responses
Using a reflective journal
A summary of the eight problems
Information and communication technology
Role of mental arithmetic
So can problem solving be taught?
Summary
Dictionary of terms used in the ‘process' of problem solving
References
Useful websites
6 Numeracy and low attaining children
Introduction
Low attaining children and mental calculations
Continuing counters
Beginning strategists
Algorithm clingers
Discussion
Conclusion
References
Websites used in the compilation of this chapter and for further consultation
7 Teaching mathematically promising children
Introduction
Recent developments in ‘gifted and talented' education in England
Understanding mathematical giftedness
Identification of mathematical giftedness
Attributes of the mathematically gifted and talented
An inclusive policy for the identification of mathematical talent
The role of affect
Aspects of effective provision
A framework for provision for higher ability mathematicians
The components of the model
Development of mathematical processes
Choice and design of tasks
Aspects of organisation
The role of questioning
Information technology
Conclusion
References
8 Assessing mathematical learning
What are we assessing in mathematics?
Assessing facts
Assessing skills
Assessing conceptual understanding
Assessing problem-solving strategies
Assessing positive attitudes
Types of assessment
Short-term, formative assessment
Long-term, summative assessment
Benefits of day-to-day, formative assessment
The role of formative assessment in raising achievement
Enhancing the quality of assessment in the classroom
Effective questioning and interactions
Planning rich tasks for assessment
Using a systematic sampling record for assessment
Providing feedback
Self-assessment and peer assessment by pupils
Peer assessment
Using student mathematical reflective journals
Construction of concept maps and glossaries
Target setting
Use of portfolios
From principle to practice
Day-to-day assessment
End of block, end of half-term or end of term assessment
Developing peer and self-assessment
Structured portfolios
Summary
References
Index
unlocking children's math potential
teaching mathematics books
unlock math vs teaching textbooks
teaching mathematics meaningfully pdf
borrow mathematics for elementary teachers and activitie
Tags: Valsa Koshy, Jean Murray, mathematics, teaching
5.0
12 reviews
4.6
12 reviews
4.7
9 reviews
4.5
36 reviews
5.0
27 reviews
4.6
38 reviews