ABSTRACT
The authors believe that there is a great deal more to maths than simply performing calculations. Being an outstanding maths teacher should involve having a broad vision for what mathematics involves. At the moment, incorporating more opportunities for teacher’s children to engage in mathematical thinking may seem like a daunting undertaking. Allowing the children some freedom to engage in mathematical thinking may involve them taking the maths in directions that teachers had not anticipated. Teachers may have a group of children whose experiences of maths lessons have exclusively been copying a process modelled to them by the teacher. They may not know how to react when presented with opportunities to engage in mathematical thinking; it may seem daunting to them as well. If that is the case, the authors encourages teachers not to give up, but maybe to start in a small way, one that feels comfortable for both teachers and the children.
