Learning to Teach Mathematics in the Secondary School: A Companion to School Experience (Learning to Teach Subjects in the Secondary School Series) (Volume 2)

learning To Teach Mathematics Covers A Wide Range Of Issues In The Teaching Of Mathematics. It Gives Supporting Activities To The Student To Enable Them To Translate The Threory Presented Into Practice. Book Cover......Page 1 Half-Title......Page 2 Series-Title......Page 3 Title......Page 4 Copyright......Page 5 Dedication......Page 6 Contents......Page 8 Introduction to the Series......Page 10 Illustrations......Page 12 Notes on Contributors......Page 20 Foreword......Page 22 Acknowledgements......Page 24 Introduction......Page 25 1 Mathematics Education—Who Decides?......Page 29 2 Mathematics in the National Curriculum......Page 43 3 Pupils Learning Mathematics......Page 61 4 Different Teaching Approaches......Page 77 5 Planning for Mathematics Learning......Page 103 6 Assessment and Public Examinations......Page 120 7 Communicating Mathematically......Page 143 8 Using Information and Communications Technology (ICT)......Page 157 9 Mainstream Mathematics Teaching and Special Educational Needs......Page 181 10 Getting the Whole Picture......Page 198 11 Getting the Whole Picture......Page 211 12 Professional Development......Page 226 Appendix 1 Glossary of Terms......Page 236 Appendix 2 Sources and Resources......Page 238 Appendix 3 Making Closed Tasks Open......Page 244 Appendix 4 Starting with ICT: Practicalities for Beginners......Page 246 Appendix 5 Practical Task-Rolling Balls......Page 252 References......Page 257 Name and Author Index......Page 266 Subject Index......Page 269 Learning to Teach Mathematics in the Secondary School covers a wide range of issues in the teaching of mathematics and gives supporting activities to students to enable them to translate theory into practice. Topics covered include: (1) mathematics in the National Curriculum; (2) different teaching approaches; (3) using ICT; (4) mathematics education for pupils with special needs in mathematics; (5) assessment and public examinations; (6)teaching mathematics post-16; and (7) professional development. The book includes twelve chapters as follows: (1) Mathematics Education - Who Decides?; (2) Mathematics in the National Curriculum; (3) Pupils Learning Mathematics; (4) Different Teaching Approaches; (5) Planning for Learning Mathematics; (6) Assessment and Public Examinations; (7)Communicating Mathematics; (8) Using Information Technology; (9) Mainstream Mathematics Teaching and Special Educational Needs; (10) Getting the Whole Picture; (11) Teaching Mathematics Post-16; and (12) Professional Development Mathematics teachers require practical teaching skills as well as good subject knowledge in the secondary classroom. Learning the theory behind teaching is one thing, but translating it to successful classroom practice is another. This book covers a wide range of issues in the teaching of mathematics and offers supporting tasks to students to enable them to translate theory into practice. Topics covered included: Different teaching approaches, Planning for learning mathematics, Assessment and public examinations, Using information and communication technology, Teaching mathematics post-16, Professional development.Completely updated to incorporate recent initiatives such as the National Numeracy Strategy and the new emphases on special needs provision, ICT and citizenship, this new edition will be invaluable to PGCE maths students and new mathematics teachers. "How is mathematics best taught and learnt?" "This book covers a wide range of issues in the teaching of mathematics and offers supporting tasks to students to enable them to translate theory into practice."--Jacket This text covers a wide range of issues in the teaching of mathematics and importantly, provides supporting activities to the student to enable them to translate theory into practice This book covers a wide range of issues in the teaching of mathematics and, importantly, gives supporting activities to the student to enable them to translate theory into practice A recent publication from the Mathematical Association, one of the two professional organisations for mathematics teachers, begins with these thoughts.