Having a deep understanding of the mathematical ideas and conceptstaughtin the classroom is vital as a nursery or primary school teacher. In order for children to get to grips with these concepts, trainee teachersneed to be aware of how they come to interpret and understand them.
Now in its 5th edition, this essential book helps trainee teachers develop their own knowledge of key mathematical ideas and conceptsfor thenursery and primary classroom. Now focusing specifically on ages 3-7, italsosupports trainees with several age-appropriate classroom activities.
As well as updates to further reading suggestions and research focuses, this revised edition includes new content on:
Derek Haylock is an education writer, with an extensive list of publications in the field of mathematics education. He worked for over 30 years in teacher education, both initial and in-service, and was Co-Director of Primary Initial Teacher Training and responsible for the mathematics components of the primary programmes at the University of East Anglia (UEA) in Norwich. He has considerable practical experience of teaching and researching in primary classrooms. His work in mathematics education has taken him to Germany, Belgium, Lesotho, Kenya, Brunei, India and Sweden. As well as his publications in the field of education, he has written seven books of Christian drama for young people and a Christmas musical (published by Church House/National Society). For 15 years after his time at UEA, he was in great demand as a consultant and professional speaker. His work as a writer continues.
The research focus in each chapter is particularly useful as this link between research and practice is often not made by trainee teachers. The pauses to reflect section in each chapter is a welcome addition to this type of book as these will undoubtedly help to put the reading into some context for those practitioners in school and those training to teach children. The areas chosen for each chapter are areas where there can be difficulties in understanding the mathematical ideas so these are well chosen.
This book provides a useful link between research and practice; one that is often not made by trainee teachers. The pauses to reflect section in each chapterhelp to put the reading into context for those practitioners in school and those training to teach children.
This book's strengths lie in its pedagogical subject knowledge. The examples of children's work and reflective opportunities keep it grounded in the classroom and 'real' teaching while challenging thinking and addressing potential confusion amongst teachers. Someone reading this would be left with a strong pedagogical understanding of how children learn and how their teaching can impact on this.