Introduction: The conundrum of primary maths teaching Chapter 1: Problem solving Chapter 2: Mathematical understanding in the early years Chapter 3: Place value Chapter 4: Addition and subtraction Chapter 5: Multiplication and division Chapter 6: Time Chapter 7: Algebra Chapter 8: Fractions Chapter 9: Statistics Chapter 10: Geometry: Shape and space Chapter 11: Measurement
Robert Newell has worked at the Institute of Education for twelve years; full time for the last four. He works with Primary PGCE trainees and Teach First participants. His career started as a primary school teacher, taking responsibility in maths in several schools before progressing to two deputy head posts and then a headteacher role. Primary maths teaching, though, has been his biggest passion. He has worked as a numeracy consultant and also delivered a PGCE Maths programme to a London SCITT for three years. He is now part of a small maths team serving several hundred trainees at the IOE, now merged with UCL. He has two passions that underpin his work. One is ensuring that primary maths children are taught in a way that is engages them and focuses on understanding. The other is the belief that, in the main, it is only anxiety that stops more trainees feeling comfortable about teaching maths. Part of his working role at the IOE is linked to supporting trainees with less secure understanding and allowing them to see how much they can offer. Many realise that although anxiety has affected their self-perception about mathematical understanding, this process can be reversed. His dissertation focused on the different ways trainee teachers can learn to use different levels of understanding effectively in their primary school maths teaching. Here, he commits to print a range of ideas and activities, refined over many years and linked to ensuring all primary teachers can teach for understanding.
How to actually teach problem solving beyond simply giving children problems actually presents a great challenge to teachers. There is a drive towards 'mastering' mathematics through using skills , knowledge, reasoning and creativity that makes this book an essential guide for teachers attempting to develop this area of their children's learning. The author encourages us to consider our pedagogy, assessment and differentiation through some useful example activities, as well as the overall approach in schools to promoting mathematical thinking , fluency and confidence. This is an essential book for trainee and new teachers, and should be on staffroom bookshelves. -- Nick Tinsdeall Beginning teachers looking to build their subject knowledge and confidence in teaching mathematics will find this book invaluable. It uses the exploration of 'big ideas' to guide the reader through the trickier areas of the mathematics curriculum, building understanding to allow beginning teachers to explain key ideas, model mathematical reasoning and address errors and misconceptions with confidence. -- Catherine Foley