ABSTRACT
This chapter supports the people in mentoring beginning teachers by exploring the nature of high-quality teaching and learning in the area of primary mathematics. It explores some of the ways in which good teaching and learning of mathematics have been defined in the literature. Therefore, mentoring in mathematics must to some extent be focused on the mathematical. Although Shulman's model is a useful one to unpick the knowledge teachers need to develop to teach mathematics well, it is not written specifically for the teaching of primary mathematics. The chapter highlights the particular support a beginning teacher may need to become an effective teacher of primary mathematics. Good primary mathematics teaching builds children's conceptual understanding and will include opportunities to develop fluency and reasoning. The Knowledge Quartet is a useful model for analyzing the specific knowledge needed by an effective teacher of primary mathematics and can be used to guide the support the people give to their mentee.
