ABSTRACT
The mathematics co-ordinator in a primary school starts with the advantage that every teacher and parent is likely to see this subject as being important, even if they are lacking in confidence in it themselves. This chapter examines attitudes to mathematics, and the breadth of mathematical content necessary in a changing world. We look at the repertoire of teaching and learning styles and methods which a co-ordinator should encourage in order to make mathematics teaching both effective and enjoyable. Lastly, some brief case studies illustrate our conclusions about some of the characteristics of successful maths co-ordinating.
