INTRODUCTION

There is much about teaching mathematics which this book does not cover. At regular intervals ‘Links with the classroom’ suggest connections between the material presented at an adult level, and contexts in which young children are learning mathematics. However, these concentrate on how teachers’ knowledge is likely to impinge on the way they might explain mathematics to children, or question children about mathematics. You should look elsewhere for a comprehensive treatment of the teaching of the topics covered here. At the same time you may well consult this book on occasion when planning specifi c lessons. This is because there are classic topics such as fractions which challenge the subject knowledge of many teachers. If the challenge cannot be met the lesson plans will suffer accordingly.