ABSTRACT
A knowledge of teaching methods should be linked with a knowledge of the way children learn mathematics. This chapter therefore first considers the familiar situation in school, and then shows how this can be related to theoretical aspects of learning. In school, pupils have a succession of mathematics lessons and study a sequence of topics. Over a period of weeks or years, the teacher has to plan each lesson so that the pupil develops his or her mathematical learning. If this is to be efficient and enjoyable, the teacher must consider three important aspects of learning.
