ABSTRACT
The Clemsons' clear and readable book takes the reader from debates about how children learn and what children know and can do when they start school; through to a discussion of how mathematics can be managed, assessed and evaluated in the school and classroom. Linking these two parts of the book is a section on the subject of mathematics itself, from which the non-specialist reader can gain a view of what mathematics is, what needs to be thought about in planning and offering a curriculum and the special dilemmas faced in teaching and learning mathematics as a subject. A bank of case studies offers an opportunity to see mathematics in action in a variety of classrooms.
TABLE OF CONTENTS
part |38 pages
A context for mathematics
chapter |18 pages
How children learn
chapter |18 pages
Home and school
part |62 pages
The subject mathematics
chapter |16 pages
What mathematics is
chapter |27 pages
The mathematics curriculum
chapter |17 pages
Mathematics and language
part |37 pages
Managing mathematics
chapter |15 pages
School plans
chapter |20 pages
Mathematics in the classroom
part |22 pages
Mathematics in action
chapter |20 pages
Classroom episodes
part |34 pages
Assessment, record keeping and evaluation
chapter |18 pages
Monitoring progress
chapter |14 pages
Modifying practice
part |18 pages
In-service education