Linda Haggarty's Aspects of Teaching Secondary Mathematics: Perspectives on PDF

By Linda Haggarty

If rookies within the school room are to be interested by arithmetic, lecturers must be either good educated approximately present tasks and ready to see how what's anticipated of them may be translated into wealthy and stimulating lecture room innovations.

The e-book examines present projects that have an effect on educating arithmetic and identifies tips for motion within the school room. Divided into 3 significant sections, it appears to be like at:

  • the altering arithmetic school room at basic, secondary and tertiary level
  • major elements of the secondary curriculum
  • practical pedagogical problems with specific main issue to arithmetic lecturers.

Each factor is explores when it comes to significant underpinnings and learn in that zone, and useful rules may be drawn from the textual content and carried out within the reader's school room perform. every one bankruptcy has been written by way of a well-respected author, researcher and practitioner of their box and all percentage a standard objective: to seem thoughtfully and intelligently at the various useful matters dealing with arithmetic academics and provide their views on these issues.

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Example text

And Duguid, P. (1989) ‘Situated cognition and the culture of learning’, Educational Researcher, 18(1): 32–42. M. A (1982) Addition and Subtraction: a cognitive perspective, Hillsdale, NJ: Lawrence Erlbaum Associates. P. L. (1988) ‘Learning through instruction: the study of students’ thinking during instruction in mathematics’, Educational Psychologist, 23(2): 79–85. Cooper, B. (2001) ‘Culture, class and “realistic” mathematics tests’, in L. ) Teaching Mathematics in Secondary Schools: a reader, London: RoutledgeFalmer.

How does knowing about prime factors help to know about common factors between numbers? In terms of the structure of the number system and the development of number theory why is the uniqueness of the factorisation important? This brief detour into thinking about a particular piece of mathematics offers an indication of the difference between knowing your mathematics to pass examinations and knowing about the mathematics for teaching. The latter requires a rich and deep understanding of the subject, its connections and relations in order to respond to all aspects of pupils’ needs.

Stay calm. You cannot learn the whole of the document but you must know your way around it, where to find the mathematics and how to use it in your planning and for your assessment of pupils. The Education Reform Act 1988 defines Attainment Targets as the knowledge, skills and understanding which pupils of different abilities and maturities are expected to have by the end of a Key Stage. This is the definition still used in the current document. In mathematics there are four Attainment Targets: • • • • Ma1 – Using and Applying Mathematics Ma2 – Number and Algebra Ma3 – Shape, Space and Measures Ma4 – Handling Data ASPECTS OF TEACHING SECONDARY MATHEMATICS The mathematics areas for the programmes of study Key Stage 1 Key Stage 2 (school Years 1 and 2) (school Years 3, 4, (school Years 7, 8 5 and 6) and 9) Ma2: number Ma2: number Ma3: shape, space and measures Ma3: shape, space and measures Ma4: handling data Key Stage 3 Key Stage 4 foundation and higher (school Years 10 and 11) Ma2: number and algebra Ma2: number and algebra Ma3: shape, space and measures Ma3: shape, space and measures Ma4: handling data Ma4: handling data (The Attainment Targets are labelled as Ma when referring to particular mathematics Attainment Targets.

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